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Research training among pediatric residency programs: a national assessment
Erika L Abramson1, Monique M Naifeh, Michelle D Stevenson
1Dr. Abramson is assistant professor, Departments of Pediatrics and Healthcare Policy and Research, Weill Cornell Medical College, New York, New York. Dr. Naifeh is clinical assistant professor, Department of Pediatrics, University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma. Dr. Stevenson is associate professor, Department of Pediatrics, University of Louisville School of Medicine, Louisville, Kentucky. Dr. Todd is assistant professor, Department of Pediatrics, Texas Tech University Health Sciences Center School of Medicine, Amarillo, Texas. Dr. Henry is assistant professor, Department of Pediatrics, University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma. Ms. Chiu is a research biostatistician, Department of Public Health, Weill Cornell Medical College, New York, New York. Dr. Gerber is professor, Department of Public Health, Weill Cornell Medical College, New York, New York. Dr. Li is associate professor and vice chair of education, Department of Pediatrics, University of California Davis School of Medicine, Sacramento, California.
Resident scholarly activity participation varies widely, with requirements and faculty mentorship linked to higher engagement. Many programs struggle with satisfaction regarding resident research training quality and outcomes.
Area of Science:
- Medical Education
- Graduate Medical Training
- Pediatric Residency Programs
Background:
- The Accreditation Council for Graduate Medical Education mandates resident scholarly activity.
- Guidance on integrating scholarly activity into residency programs is limited.
- This study examines how pediatric residency programs fulfill these requirements.
Purpose of the Study:
- To understand pediatric residency program approaches to ACGME scholarly activity requirements.
- To identify characteristics associated with successful resident scholarly activity participation.
- To improve resident research training experiences.
Main Methods:
- An online cross-sectional survey of pediatric residency program directors was conducted.
- Survey assessed program characteristics, resident scholarly activity, infrastructure, barriers, and outcomes.
- Multivariate logistic regression identified factors associated with high resident participation.
Main Results:
- 52.8% of programs responded; 78.6% required scholarly activity with variable definitions.
- Average resident participation was 56% (original research, reviews, case reports).
- High participation correlated with scholarly activity requirements (OR=5.5), PD belief in national presentations (OR=4.7), and >25% faculty mentorship (OR=3.6).
Conclusions:
- Resident scholarly activity experience is highly variable and often suboptimal.
- Program director and faculty engagement are key factors for successful scholarly activity.
- Identifying successful program characteristics can enhance resident research training.
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