Road Map for Research Training in the Residency Learning Experience

The American Society of Health-System Pharmacists residency accreditation standards require all postgraduate residency training programs to teach and evaluate a resident’s ability to advance practice through project development and presentation, underscoring the importance of conducting research in today’s professional climate. Although many residents express strong interest in research participation and contributing to the medical literature, many obstacles to publication have been identified. We aim to illustrate a deliberate approach to teaching this material and structuring the longitudinal experience in a way that maximizes resources to overcome these barriers. Such efforts should aid residents, advisors, and program directors in establishing curriculum which leads to successful completion and publication of pharmacy resident’s research projects.

Download Full-text

Charting the Course for the Future of Science in Healthcare Epidemiology: Results of a Survey of the Membership of the Society of Healthcare Epidemiology of America

Infection Control and Hospital Epidemiology ◽

10.1086/653203 ◽

2010 ◽

Vol 31 (7) ◽

pp. 669-675 ◽

Cited By ~ 7

Author(s):

Ninet Sinaii ◽

Keyword(s):

Research Training ◽

Multidrug Resistant ◽

Research Committee ◽

Protected Time ◽

Road Map ◽

Additional Funding ◽

Conducting Research ◽

Gram Negative Organisms ◽

Research And Education ◽

Healthcare Epidemiology

Objective.To describe the results of a survey of members of the Society for Healthcare Epidemiology of America (SHEA) that (1) measured members' perceptions of gaps in the healthcare epidemiology knowledge base and members' priorities for SHEA research goals, (2) assessed whether members would be willing to participate in consortia to address identified gaps in knowledge, and (3) evaluated the need for training for the next generation of investigators in the field of healthcare epidemiology.Design.Electronic and paper survey of members of SHEA, a professional society formed to advance the science of healthcare epidemiology through research and education.Participants.All society members were invited to participate.Results.Of 1,289 SHEA members, 593 (46.0%) responded. Respondents identified the following issues as important for the Research Committee of SHEA: setting the scientific agenda for healthcare epidemiology, developing collaborative infrastructure to conduct research, and developing funding mechanisms for research. Respondents ranked multidrug-resistant gram-negative organisms, antimicrobial stewardship, methicillin-resistant Staphylococcus aureus, adherence to effective hand hygiene guidelines, and Clostridium difficile infections as the most important scientific issues facing the field. Respondents ranked inadequate project funding, lack of protected time for research, and inability to obtain a grant, contract, and/or outside funding as the most significant barriers to conducting research. More than 92% of respondents support creating a SHEA research consortium; more than 40% would participate even if no additional funding were available; nearly 90% identified developing research training as a key function for SHEA.Conclusions.These data provide a road map for the SHEA Research Committee for the next decade.

Download Full-text

Barriers and facilitators to conducting research by early career psychiatrists: a literature review

Global Psychiatry ◽

10.2478/gp-2019-0018 ◽

2019 ◽

Vol 2 (2) ◽

pp. 135-154

Author(s):

Katja Koelkebeck ◽

Maja Pantovic Stefanovic ◽

Dorota Frydecka ◽

Claudia Palumbo ◽

Olivier Andlauer ◽

...

Keyword(s):

Research Participation ◽

Early Career ◽

Cochrane Library ◽

Inclusion Criteria ◽

Research Career ◽

Hand Search ◽

Electronic Search ◽

Conducting Research ◽

The Cochrane Library ◽

To Receive

AbstractObjectivesTo understand and identify factors that promote and prevent research participation among early career psychiatrists (ECPs), in order to understand what would encourage more ECPs to pursue a research career.MethodsWe conducted an electronic search of databases (PubMed and the Cochrane library) using the keywords ‘doctors’, ‘trainees’, ‘residents’, ‘physicians’ and ‘psychiatric trainees’ as well as ‘research’ (MeSH) and ‘publishing’ (MeSH). This search was complemented by a secondary hand search.ResultsWe identified 524 articles, of which 16 fulfilled inclusion criteria for this review. The main barriers included lack of dedicated time for research, lack of mentoring and lack of funding. The main facilitators were opportunities to receive mentorship and access to research funding.ConclusionsAction is needed to counteract the lack of ECPs interested in a career in research. Specific programs encouraging ECPs to pursue research careers and having access to mentors could help increase the current numbers of researching clinicians in the field.

Download Full-text

Transforming Gerontological Research by Meaningfully Engaging Persons Living With Dementia

Innovation in Aging ◽

10.1093/geroni/igaa057.2584 ◽

2020 ◽

Vol 4 (Supplement_1) ◽

pp. 728-728

Author(s):

Michael Lepore ◽

Richard Fortinsky

Keyword(s):

Research Participation ◽

The United States ◽

International Studies ◽

Care Services ◽

Care Partners ◽

Gerontological Research ◽

Scientific Meetings ◽

Conducting Research ◽

Services And Supports ◽

Study Designs

Abstract Whereas persons living with dementia have commonly been subjects of gerontological research, participation of persons with dementia in designing and conducting studies and in scientific research meetings has been rare in the United States. In recent years, person-centered research models have arisen which give persons with dementia and their caregivers core roles in the research enterprise. As “co-researchers” with academic/professional researchers, persons with dementia and their caregivers are engaged in all aspects of the research enterprise, jointly developing research questions and study designs, collecting and analyzing data, planning research meetings, and disseminating results. International studies have shown that conducting research in collaboration with the population that is being studied has potential to enhance the quality and appropriateness of research and has been identified as an essential component of studies examining the effectiveness of different approaches to care. This session spotlights innovative advances in gerontological research that meaningfully engages persons with dementia. First, the engagement of persons with dementia in scientific meetings is addressed drawing on the examples of the 2017 and 2020 National Research Summits on Care Services and Supports for Persons with Dementia and their Caregivers (i.e., Summits). Next, a study using a patient engagement framework for caregivers and individuals with mild cognitive impairment living at home is discussed. Finally, the Empowering Partnerships program, which prepares researchers, persons with dementia, and care partners to collaborate in conducting research is reviewed. Outcomes and challenges of these innovations are examined, and the need for academic/professional researcher roles to evolve is discussed.

Download Full-text

Attitudes of primary health care physician managers toward research: a pre-experimental study

Australian Journal of Primary Health ◽

10.1071/py11146 ◽

2013 ◽

Vol 19 (2) ◽

pp. 171 ◽

Cited By ~ 1

Author(s):

Saulat Jahan ◽

Basem Henary

Keyword(s):

Health Care ◽

Primary Health Care ◽

Training Program ◽

Research Training ◽

Attitude Score ◽

Primary Health ◽

Study Results ◽

Post Test ◽

The Mean ◽

Conducting Research

Research in primary health care (PHC) is underdeveloped and scarce, especially in developing countries. It is important to understand the attitudes and aspirations of PHC physicians for the promotion of research. The aim of this study was to determine the attitudes of PHC physician managers toward research in Qassim province and to identify barriers that impede performing research in the PHC system. The study was based on social cognitive theory framework, and was pre-experimental with a ‘one-group pre-test–post-test’ design. The study participants were physician managers in PHC administration, Qassim. The participants’ attitudes were measured by adapting statements from the Attitude Towards Research scale. The intervention was the 1-day training program ‘Introduction to Research in Primary Health Care’. A total of 23 PHC physicians participated in the study. The mean age of the participants was 45.4 (±1.6) years, and the mean years of work experience was 16.2 (±2.2) years. Only one participant had an article published in a peer-reviewed journal. The results of the study showed that PHC physicians had a baseline positive attitude toward research that was further enhanced after participating in an introductory research-training program. During the pre-test, out of the total score of 63, the mean score on attitude toward research was 48.35 (±6.8) while the mean total attitude score in the post-test was 49.7 (±6.6). However, the difference was not statistically significant at P < 0.05. The item with the highest score regarded the role of research in the improvement of health care services, while the lowest-scoring item was about support from administration to conduct research. The participants recognised lack of skills, lack of training and inadequate resources as major barriers in conducting research. Our study results suggest that the PHC physicians’ positive attitudes toward research can be further improved through in-service training. To promote research in PHC in Qassim, regular research-training programs and incentives for conducting research should be provided to the PHC physicians.

Download Full-text

PRIMARY MEDICAL CARE AND MEDICAL RESEARCH TRAINING

PEDIATRICS ◽

10.1542/peds.52.6.768 ◽

1973 ◽

Vol 52 (6) ◽

pp. 768-772

Author(s):

David G. Nathan

Keyword(s):

Child Health ◽

Medical Research ◽

Medical Care ◽

Maternal And Child Health ◽

Medical Literature ◽

Research Training ◽

Medical Center ◽

Academic Programs ◽

Primary Medical Care ◽

And Child Health

Dr. Cicely Williams delivered a challenging Blackfan Lecture, reproduced elsewhere in this issue of the Journal,1 at the Children's Hospital Medical Center on May 30, 1973. It should be carefully studied by all pediatricians, and particularly by pediatricians involved in academic programs. Dr. Williams speaks with the experience and wisdom gathered during more than 50 years of service to the field of maternal and child health and with unimpeachable academic credentials. She first described kwashiorkor in the Western medical literature in 1931. Dr. Williams' message to academic pediatrics is loud and clear. It may be paraphrased in the following manner: "Be off," she states, "with your ultrascience, your superspecialists and your rapt attention to the few with so called interesting illnesses.

Download Full-text

Statement on Pediatric Fellowship Training

PEDIATRICS ◽

10.1542/peds.87.2.265 ◽

1991 ◽

Vol 87 (2) ◽

pp. 265-265

Author(s):

Keyword(s):

Research Training ◽

Clinical Care ◽

Fellowship Training ◽

The Body ◽

Pediatric Residents ◽

Pediatric Society ◽

Research Fellowship ◽

Research Activities ◽

Fellowship Programs ◽

Interest In Research

The following statement was adopted by the Federation of Pediatric Organizations in February, 1990. The Federation consists of the following pediatric organizations: Ambulatory Pediatric Association, American Academy of Pediatrics, American Board of Pediatrics, American Pediatric Society, Association of Medical School Pediatric Department Chairmen, Association of Pediatric Program Directors, Society for Pediatric Research. The Federation supports the concept that "the principal goal of fellowship training should be the development of future academic pediatricians." Graduates of pediatric fellowship programs usually work in academic centers with significant time set aside for research. Some fellowship-trained pediatricians, particularly neonatologists, allergists, and neurologists, may not work in hospitals or ambulatory settings that are associated closely with academic programs. Fellowship-trained pediatricians in all settings should be encouraged to continue their interest in research to add to the body of pediatric knowledge. To achieve the goal of training pediatric scientists, the following guidelines for fellowship education are recommended: 1. Upon completion of a pediatric fellowship, the trainee should be proficient in clinical care, teaching, and research. Fellowship training should prepare a pediatrician to care for children with complex illnesses within his/her area of special expertise and to serve as a consultant for the general pediatrician. In addition, the fellowship-trained pediatrician should be responsible for the education of pediatric residents and the continuing education of practicing pediatricians. For this reason, fellowship training should include interpersonal skills and pedagogical techniques. 2. Research training should begin as soon as possible; premedical students, medical students, and pediatric residents should be encouraged strongly to participate in meaningful research, and research activities should be carried out throughout fellowship training.

Download Full-text

How Returning Aggregate Research Results Impacts Interest in Research Engagement and Planned Actions Relevant to Health Care Decision Making: Cohort Study (Preprint)

10.2196/preprints.10647 ◽

2018 ◽

Author(s):

Elissa R Weitzman ◽

Kara M Magane ◽

Lauren E Wisk

Keyword(s):

Information Seeking ◽

Research Participation ◽

Future Research ◽

Patient Centered ◽

Research Results ◽

Research Engagement ◽

Patient Reported ◽

Virtuous Cycle ◽

Interest In Research ◽

Reaction Patterns

BACKGROUND Collection of patient-reported outcomes measures (PROs) may augment clinical data and inform health research, improving care, yet approaches to sustaining interest among patient cohorts in research participation are needed. One approach may involve returning aggregate research results (ARRs), which may help patients contextualize personal experiences, prompt conversations with providers or family, and encourage information seeking. This model has been demonstrated for Web-based patient-centered registries. Studies with clinical cohorts may further elucidate the model, its impacts on interest in research participation and planned actions, and potential for participants to experience this as helpful or harmful—gap areas. OBJECTIVE We sought to investigate the impacts of returning ARRs comprising summaries of PROs and clinical metrics to parents of children with rheumatic disease, assessing interest in future research participation among parents who viewed ARRs and plans for acting on returned information. Further, we sought to investigate reactions to viewing ARRs and how these reactions impacted planned actions. METHODS Clinical and PRO data were obtained about children in a national clinical disease registry, summarized, and processed into annotated infographics, comprising ARRs for children’s parents. Parents who viewed ARRs (n=111) were surveyed about the information’s perceived value and their reactions. Reaction patterns were summarized using principal components analysis (PCA), and associations among reaction patterns and interest in research participation and planned actions were estimated using multivariate logistic regression. RESULTS Parental endorsement of the value of ARRs for understanding their child’s condition and making care decisions was high (across 10 topics for which ARRs were shared, 42.2%-77.3% of the parents reported information was “very valuable”). Most (58/111, 52.3%) parents reported being more interested in participating in research after viewing ARRs, with the remainder reporting that their interest levels were unchanged. Reactions to viewing ARRs reflected experiencing validation/affirmation and information burden based on PCA. Reactions were not associated with child demographic or clinical characteristics and PROs, except that parents from households with less education reported greater information burden than those from more educated households (P=.007). In adjusted models, parents with higher validation/affirmation scores had increased odds of reporting heightened interest in research participation (adjusted odds ratio [AOR] 1.97, 95% CI 1.18-3.30), while higher information burden scores were associated with decreased odds of planned discussions with their child (AOR 0.59, 95% CI 0.36-0.95) and increased odds of planned discussions with providers (AOR 1.75, 95% CI 1.02-3.00). CONCLUSIONS Returning ARRs may foster a “virtuous cycle” of research engagement, especially where ARRs are experienced favorably and affect plans to share and discuss ARRs in support of a child’s chronic disease care and treatment. Reactions to ARRs vary with education level, underscoring the need for attention to equity for this model.

Download Full-text

Towards Excellent Teaching Engagement

Preparing the Next Generation of Teachers for 21st Century Education - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-4080-9.ch001 ◽

2018 ◽

pp. 1-16 ◽

Cited By ~ 2

Author(s):

Siew Fun Tang ◽

Gee Gee Liew

Keyword(s):

Professional Development ◽

Student Success ◽

Learning Experience ◽

Feedback System ◽

Self Reflection ◽

Effective Professional Development ◽

Excellent Teaching ◽

Short Period ◽

Approach To Teaching

The teaching engagement scale (TES) is a 360° evaluation and feedback system designed to identify areas for professional development towards improving the student learning experience. It incorporates two unique approaches: (1) it measures engagement instead of module content satisfaction, and (2) it incorporates the feedback from students, the self (reflection), peer and superior. This innovative approach to teaching feedback produces a balanced, specific, and data-driven identification of strengths and areas of improvement that the teacher can use for effective professional development. When professional development is effective, it leads to higher quality teaching, which is vital for student success. As a result of the use of the TES, Taylor's University has seen an improvement in the quality of engagement over a short period of time.

Download Full-text

Social Work Education: Research

Encyclopedia of Social Work ◽

10.1093/acrefore/9780199975839.013.618 ◽

2013 ◽

Cited By ~ 1

Author(s):

David E. Biegel ◽

Susan Yoon

Keyword(s):

Social Work ◽

Research Training ◽

Federally Funded ◽

Research Knowledge ◽

Research Education ◽

Doctoral Level ◽

Doctoral Research ◽

Work Education ◽

Interest In Research

Research education at the bachelor’s and master’s levels has attempted to address concerns related to students’ purported lack of interest in research courses and graduates’ failure to conduct research as practitioners. Research education at the doctoral level has benefitted from a significant increase in the number of faculty members with federally funded research grants, although the quality of doctoral research training across programs is uneven. A continuum of specific objectives for research curricula at the baccalaureate, master’s, and doctoral levels is needed to lead to clearer specifications of research knowledge and skills that should be taught in all schools of social work.

Download Full-text