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An Evaluation of Research Training in a Large Residency Program
Author(s) -
Rydman Robert J.,
Zalenski Robert J.,
Fagan Joanne K.
Publication year - 1994
Publication title -
academic emergency medicine
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.221
H-Index - 124
eISSN - 1553-2712
pISSN - 1069-6563
DOI - 10.1111/j.1553-2712.1994.tb02525.x
Subject(s) - medicine , curriculum , mentorship , attendance , medical education , program evaluation , residency training , family medicine , continuing education , psychology , pedagogy , public administration , political science , economics , economic growth
Objective: Evaluation of a research training program for emergency medicine residents. Methods: A cross‐sectional, descriptive analysis of knowledge and skill acquisition observed following the introduction of a resident research curriculum was performed at a university‐affiliated emergency medicine residency program within a large‐volume, inner‐city hospital. The didactic program was based upon a published SAEM model research curriculum and included tutorials in computer applications for research. Seventeen first‐year residents participated in the new curriculum and self‐assessment evaluation. The rate of research proposal preparation after curriculum implementation for the 17 course participants was compared with that of 26 historical control subjects from the same residency program. Results: Resident attendance for the sessions, offered twice annually, averaged 82%. Significant self‐perceived knowledge gains (p < 0.05) were found in the areas of study design and methods, journal selection, research planning, and two microcomputer application areas. There was a strong correlation between postcourse examination scores for many specific subject areas and attendance at the related sessions. Thirteen of the 17 participants (76%) completed an original (NIH PHS398‐formatted) research proposal within four months following the training program, compared with only six of 26 residents (23%) not exposed to such a curriculum in previous years (p < 0.05). Conclusion: Residents appeared satisfied with this level of training and made gains in their skills and knowledge of research activities. The rate of preparation of research proposals by course attendees surpassed that of former residents. This educational intervention may augment the standard practice of faculty mentorship of residents and fellows for research knowledge and skill acquisition.