scholarly journals Increasing Residency Research Output While Cultivating Community Research Collaborations

2018 ◽  
Vol 50 (6) ◽  
pp. 460-464 ◽  
Author(s):  
Sally P. Weaver
Keyword(s):  
Residency Program ◽  
Health Research ◽  
Research Output ◽  
Community Research ◽  
Research Activity ◽  
Residency Programs ◽  
Resident Research ◽  
Research Collaborations ◽  
Health Related Research ◽  
Research Curriculum

Background and Objectives: Having a research curriculum in addition to hosting a resident research day stimulates research activity in residency programs. Research collaborations outside an individual residency program may also promote research in residency. This paper describes a community-wide health research forum that engages faculty and residents in research while bringing together potential research collaborators from the community. Methods: A yearly research forum has been held at a large community-based family medicine residency program for the past 10 years. This forum invites both residency faculty and residents to present scholarly works, and also invites researchers from the community to present health-related research. Presenters outside the residency come from hospital systems, the local university, other residency programs, and community private physicians. Results: Peer-reviewed research publications have increased greatly since the advent of the research forum in 2006, with six publications from 1997-2006 and 26 from 2007-2016. Greater increases in numbers of peer reviewed presentations were also seen. Collaborative research has occurred between residency faculty and multiple departments at the local university including the business school, social work, public health, physiology, and statistics. There are now 28 collaborative projects completed or in progress. Conclusions: Development and implementation of a regional health research event has been a success in increasing faculty and resident research productivity. The even greater success however, is the progress made in advancing research collaborations between the local university and the residency program.

Otolaryngology Residency Program Research Resources and Scholarly Productivity

2017 ◽  
Vol 156 (6) ◽  
pp. 1119-1123 ◽  
Author(s):  
Jennifer A. Villwock ◽  
Chelsea S. Hamill ◽  
Brian D. Nicholas ◽  
Jesse T. Ryan
Keyword(s):  
Residency Program ◽  
Program Directors ◽  
Full Time ◽  
Intellectual Stimulation ◽  
Research Experience ◽  
Scholarly Productivity ◽  
Residency Programs ◽  
Resident Research ◽  
Scholarly Output ◽  
Research Resources

Objective To delineate research resources available to otolaryngology residents and their impact on scholarly productivity. Study Design Survey of current otolaryngology program directors. Setting Otolaryngology residency programs. Subjects and Methods An anonymous web-based survey was sent to 98 allopathic otolaryngology training program directors. Fisher exact tests and nonparametric correlations were used to determine statistically significant differences among various strata of programs. Results Thirty-nine percent (n = 38) of queried programs responded. Fourteen (37%) programs had 11 to 15 full-time, academic faculty associated with the residency program. Twenty (53%) programs have a dedicated research coordinator. Basic science lab space and financial resources for statistical work were present at 22 programs (58%). Funding is uniformly provided for presentation of research at conferences; a minority of programs (13%) only funded podium presentations. Twenty-four (63%) have resident research requirements beyond the Accreditation Council for Graduate Medical Education (ACGME) mandate of preparing a “manuscript suitable for publication” prior to graduation. Twenty-five (67%) programs have residents with 2 to 3 active research projects at any given time. None of the investigated resources were significantly associated with increased scholarly output. There was no uniformity to research curricula. Conclusions Otolaryngology residency programs value research, evidenced by financial support provided and requirements beyond the ACGME minimum. Additional resources were not statistically related to an increase in resident research productivity, although they may contribute positively to the overall research experience during training. Potential future areas to examine include research curricula best practices, how to develop meaningful mentorship and resource allocation that inspires continued research interest, and intellectual stimulation.

scholarly journals Quantifying the Impact of Research on Matching into Ophthalmology Residency

2018 ◽  
Vol 10 (01) ◽  
pp. e133-e139 ◽  
Author(s):  
Albert Bargoud ◽  
Loka Thangamathesvaran ◽  
Varesh Patel ◽  
Robert Henseler ◽  
William Kass ◽  
...  
Keyword(s):  
Multivariate Analysis ◽  
Impact Factor ◽  
Residency Program ◽  
Research Output ◽  
The United States ◽  
H Index ◽  
Residency Programs ◽  
Factor Type ◽  
Number Of Publications ◽  
The Impact

Purpose This article aims to quantify the impact of research on matching into various tiers of ophthalmology residency programs. Design In this study, 340 applicants who matriculated into ophthalmology residency programs in the United States from the class of 2019 were included. Data variables collected for each applicant composed of the following: Hirsch's index (h-index), total number of publications, journal impact factor, type of publication, and number of publications relating to ophthalmology. The primary outcome was tier of ophthalmology program that each applicant matched into, which was determined by two metrics: (1) the h-index of the department's faculty and (2) overall reputation of the residency program as characterized by the U.S. News and World Report Ophthalmology Rankings. Results After multivariate analysis, only the h-index was found to be associated with an increased likelihood of matching at a higher tier program when measuring tier based on the metric of institutional research output (p < 0.0001). However, no research variable was found to be significant on multivariate analysis when assessing the impact of research on matching into a certain tier program based on reputation. The h-index was noted to increase by 1 for every 3.1 papers as the first author, every 4.9 years since the first publication, every 6.4 ophthalmology-related publications, and every publication in a journal with an impact factor of 5.2. Conclusion A higher applicant h-index is associated with matching at an ophthalmology program with greater research output; however, it is not associated with reputation of residency program.

Assessing community health research capacity across stakeholders: adapting a tool

2020 ◽  
Author(s):  
Debbie Humphries ◽  
Ravi Gupta ◽  
Tshering Dukpa ◽  
Dechen Wangmo
Keyword(s):  
Community Health ◽  
Organizational Support ◽  
Health Research ◽  
Organizational Capacity ◽  
Research Capacity ◽  
Civil Society Organizations ◽  
Community Research ◽  
Research Assessment ◽  
Research Activity ◽  
Organizational Research

Summary Multi-sectoral collaborative approaches with strong community engagement are essential for addressing health disparities. A valid tool for assessing organizational research and capacity for community health research stakeholders could help strengthen organizational capacity for engagement in such collaborations. This study was conducted to validate an innovative tool for assessing research activity and capacity of a spectrum of stakeholder organizations to provide support for strengthening community health research capacity in Bhutan. In-person interviews with academics (n = 10), clinicians (n = 10), government staff (n = 10), consultants (n = 2) and management of health-related civil society organizations (CSOs; n = 12 interviews/organizations, 13 individuals) were recorded and transcribed. Questions covered individual and organizational research activity and capacity, research networks and an international version of the Community Research Assessment Tool (CREAT-I). Almost all participants (84%) had participated in community health research projects. Social network analysis showed a large, interconnected cluster with a few key individuals linking across sectors. CREAT-I responses identified the highest capacity in organizational support for research among academic participants, while clinical and CSO participants reported highest capacity in practical research experiences and government participants reported highest capacity in research specific experiences. The CREAT-I tool showed strong internal reliability (Cronbach’s α = 0.91) and validity. Limited money, time and skilled staff were identified as barriers to research. The CREAT-I assesses community health research capacity of organizations, and such a tool could be useful in identifying research capacity needs, monitoring impact of research capacity-building activities and contributing to a greater capacity for multi-sectoral collaborative approaches to community health research in international settings.

Research 101: An Initiative to Encourage and Facilitate Quality Resident Research in a Military Setting

2017 ◽  
Vol 156 (6) ◽  
pp. 1054-1059 ◽  
Author(s):  
Kathryn E. Marshall ◽  
Tanisha L. Hammill
Keyword(s):  
Research Program ◽  
Medical Training ◽  
Medical Center ◽  
Research Experience ◽  
Research Activity ◽  
Resident Research ◽  
Academic Achievements ◽  
Medical Education Program ◽  
Research Curriculum

Objective Describe and evaluate a structured research program initiated at a tertiary Department of Defense (DOD) Medical Training Facility (MTF) to encourage and facilitate the conduct of research investigations, specifically among residents and junior or inexperienced investigators, but applicable for all DOD otolaryngology (ENT) and audiology providers. Methods A new comprehensive program was deployed in the ENT clinic at Madigan Army Medical Center (MAMC) to help improve the research program. Identified gaps in research methods and regulatory training were incorporated into the existing graduate medical education program along with structured mentorship between residents and senior staff. Academic achievements (eg, research protocols, publications, presentations at national/international meetings, and funding) for the ENT clinic were examined from 1992 to 2016, and changes in academic achievements were analyzed for success. Results The implementation of a structured research curriculum improved the number of protocols submitted and the quality of research being accepted for publication (ie, journal impact factor). Funding for research increased significantly to represent a third of the total research portfolio for the entire hospital. Discussion The benefit of employing a research specialist to oversee the resident research experience can greatly influence the quantity and quality of a resident program’s research portfolio. Implications for Practice Improving resident research activity can potentially advance the quality of the resident program, help with evidence-based medical approaches, and increase residents’ chances of matching for fellowship.

scholarly journals Guiding Residency Program Educational Goals Using Institutional Keyword Reports from the Ophthalmic Knowledge Assessment Program Examination

2020 ◽  
Vol 12 (02) ◽  
pp. e234-e238
Author(s):  
Isdin Oke ◽  
Steven D. Ness ◽  
Jean E. Ramsey ◽  
Nicole H. Siegel ◽  
Crandall E. Peeler
Keyword(s):  
Residency Program ◽  
High Variability ◽  
Knowledge Assessment ◽  
Data Driven ◽  
Educational Goals ◽  
Residency Programs ◽  
Percent Correct ◽  
Self Evaluation ◽  
Assessment Program ◽  
Significant Difference

Abstract Introduction Residency programs receive an institutional keyword report following the annual Ophthalmic Knowledge Assessment Program (OKAP) examination containing the raw number of incorrectly answered questions. Programs would benefit from a method to compare relative performance between subspecialty sections. We propose a technique of normalizing the keyword report to determine relative subspecialty strengths and weaknesses in trainee performance. Methods We retrospectively reviewed our institutional keyword reports from 2017 to 2019. We normalized the percentage of correctly answered questions for each postgraduate year (PGY) level by dividing the percent of correctly answered questions for each subspecialty by the percent correct across all subsections for that PGY level. We repeated this calculation for each PGY level in each subsection for each calendar year of analysis. Results There was a statistically significant difference in mean performance between the subspecialty sections (p = 0.038). We found above average performance in the Uveitis and Ocular Inflammation section (95% confidence interval [CI]: 1.02–1.18) and high variability of performance in the Clinical Optics section (95% CI: 0.76–1.34). Discussion The OKAP institutional keyword reports are extremely valuable for residency program self-evaluation. Performance normalized for PGY level and test year can reveal insightful trends into the relative strengths and weaknesses of trainee knowledge and guide data-driven curriculum improvement.

scholarly journals Teaching Ethics and Professionalism: A National Survey of Ophthalmology Residency Program Directors

2021 ◽  
Vol 13 (01) ◽  
pp. e88-e94
Author(s):  
Alyssa M. Kretz ◽  
Jennifer E. deSante-Bertkau ◽  
Michael V. Boland ◽  
Xinxing Guo ◽  
Megan E. Collins
Keyword(s):  
Residency Program ◽  
Online Survey ◽  
Optimal Strategies ◽  
Program Directors ◽  
Global Evaluation ◽  
Teaching Ethics ◽  
Residency Programs ◽  
Unprofessional Behavior ◽  
Residency Program Directors ◽  
Trainee Competence

Abstract Background While ethics and professionalism are important components of graduate medical education, there is limited data about how ethics and professionalism curricula are taught or assessed in ophthalmology residency programs. Objective This study aimed to determine how U.S. ophthalmology residency programs teach and assess ethics and professionalism and explore trainee preparedness in these areas. Methods Directors from accredited U.S. ophthalmology residency programs completed an online survey about components of programs' ethics and professionalism teaching curricula, strategies for assessing competence, and trainee preparedness in these areas. Results Directors from 55 of 116 programs (46%) responded. The most common ethics and professionalism topics taught were informed consent (38/49, 78%) and risk management and litigation (38/49, 78%), respectively; most programs assessed trainee competence via 360-degree global evaluation (36/48, 75%). While most (46/48, 95%) respondents reported that their trainees were well or very well prepared at the time of graduation, 15 of 48 (31%) had prohibited a trainee from graduating or required remediation prior to graduation due to unethical or unprofessional conduct. Nearly every program (37/48, 98%) thought that it was very important to dedicate curricular time to teaching ethics and professionalism. Overall, 16 of 48 respondents (33%) felt that the time spent teaching these topics was too little. Conclusion Ophthalmology residency program directors recognized the importance of an ethics and professionalism curriculum. However, there was marked variation in teaching and assessment methods. Additional work is necessary to identify optimal strategies for teaching and assessing competence in these areas. In addition, a substantial number of trainees were prohibited from graduating or required remediation due to ethics and professionalism issues, suggesting an impact of unethical and unprofessional behavior on resident attrition.

scholarly journals Validation of an informatics tool to assess resident’s progress in developing reporting skills

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Facundo N. Diaz ◽  
Marina Ulla
Keyword(s):  
Communication Skills ◽  
Residency Program ◽  
Preliminary Report ◽  
Objective Assessment ◽  
Final Report ◽  
Residency Programs ◽  
Case Based Learning ◽  
Radiology Residency ◽  
Clinically Significant ◽  
Diagnostic Capabilities

Abstract Background Diagnostic radiology residency programs pursuits as main objectives of the development of diagnostic capabilities and written communication skills to answer clinicians’ questions of referring clinicians. There has been also an increasing focus on competencies, rather than just education inputs. Then, to show ongoing professional development is necessary for a system to assess and document resident’s competence in these areas. Therefore, we propose the implementation of an informatics tool to objectively assess resident’s progress in developing diagnostics and reporting skills. We expect to found decreased preliminary report-final report variability within the course of each year of the residency program. Results We analyzed 12,162 evaluations from 32 residents (8 residents per year in a 4-year residency program) in a 7-month period. 73.96% of these evaluations belong to 2nd-year residents. We chose two indicators to study the evolution of evaluations: the total of discrepancies over the total of preliminary reports (excluding score 0) and the total of likely to be clinically significant discrepancies (scores 2b, 3b, and 4b) over the total of preliminary reports (excluding score 0). With the analysis of these two indicators over the evaluations of 2nd-year residents, we found a slight decrease in the value of the first indicator and relative stable behavior of the second one. Conclusions This tool is useful for objective assessment of reporting skill of radiology residents. It can provide an opportunity for continuing medical education with case-based learning from those cases with clinically significant discrepancies between the preliminary and the final report.

scholarly journals The Importance of International Medical Rotations in Selection of an Otolaryngology Residency

2011 ◽  
Vol 3 (3) ◽  
pp. 414-416 ◽  
Author(s):  
Nathan H Boyd ◽  
Raul M Cruz
Keyword(s):  
Residency Program ◽  
General Interest ◽  
Factors Affecting ◽  
Residency Programs ◽  
International Elective ◽  
Program Selection ◽  
Application Service ◽  
Residency Application ◽  
Lifestyle Research ◽  
Selection Of

Abstract Background The objective of this study was to determine the extent of interest in international electives among prospective otolaryngology residents and to determine whether the availability of international electives affected students' interest in ranking a particular residency program. Methods A 3-part survey was given to all medical students enrolled in the 2008 otolaryngology match via the Electronic Residency Application Service. Part 1 elicited demographic information. Part 2 explored general interest in international rotations. Part 3 involved ranking several factors affecting students' choice of residency programs. This survey was developed at our institution, with no formal validation. Participation was anonymous and voluntary. Results A total of 307 students entered the otolaryngology match, and 55 surveys (18%) were completed. Twenty-five of 55 students (55%) had completed an international elective during or prior to medical school, and 51 of 55 respondents (93%) had a “strong” or “very strong” desire to participate in an international elective during residency; 48 of 55 students (87%) had a “strong” or “very strong” desire to participate in international surgical missions after residency. Future practice goals had no correlation with interest in international rotations, either during or after residency training. Respondents ranked 8 factors that had an impact on residency program selection in the following order of importance: operative experience, location, lifestyle, research opportunities, didactics, international electives, prestige of program, and salary. Conclusion Interest in international medicine among prospective otolaryngologists was high in this subset of respondents but did not appear to affect residency program selection.

Developing a Guideline of Good Practice in a North–South Health Research Collaboration: A Participatory Approach

2007 ◽  
Vol 6 (2) ◽  
pp. 179-191 ◽  
Author(s):  
Birgit Jentsch ◽  
Julia Hussein
Keyword(s):  
Health Research ◽  
Research Collaboration ◽  
Good Practice ◽  
International Health ◽  
Participatory Approach ◽  
Colonial History ◽  
Poor Countries ◽  
Research Collaborations ◽  
Open Relationships ◽  
Reference Document

North–South health research collaborations have a colonial history, and a contested presence in which organisations from resource-poor countries depend on collaborations with grant-holding institutions from affluent countries. Despite this sensitive context, there is a remarkable lack of guidance to support North–South health research collaborations in a comprehensive manner. A reference document of practical advice can establish standards from the beginning, thereby promoting equitable and open relationships. This article explains the process and some results of the development of such a document – a Guideline of Good Practice (GGP)– for the international health research collaboration Initiative for Maternal Mortality Programme Assessment (IMMPACT).

Sign in / Sign up

Export Citation Format

Share Document