Getting It Done and Done Well: A Mixed-Methods Analysis of the Pitfalls and Success Factors for Professional...

This report characterizes the scholarship undertaken during surgical trainee professional development time (PDT), identifies factors that promote and impede success, and develops recommendations to guide planning the PDT.

This study utilized a mixed-methods approach. A novel survey instrument was distributed to 11 university-based institutions. Descriptive statistics were performed and 2 questions with an open-ended response were analyzed through inductive coding. A series of virtual semi-structured interviews of 1 or more surgical resident(s) were also conducted. Each interview was thematically analyzed by 2 coders and a thematic-phenomenological approach was used to understand the experiences of the trainees.

11 university-based institutions.

Surgical trainees who completed at least 1 year of PDT.

The survey achieved a response rate of 30.1% (59/196). Nearly a quarter (24.6%) of respondents completed 10+ first-author publications, and 19.3% produced 1. Most mentors and trainees agreed on a PDT timeline (63.2%). Over half the trainees have projects/manuscripts from their PDT they planned to finish while clinical and have since abandoned (50.9%). The 8 themes identified from the qualitative analysis were framework, mentorship, PDT epistemological stance, project identification, change in projects, project management, research challenges, and return to clinical work. A resulting evidence-based rubric of recommendations to maximize the PDT is detailed.

The majority of trainees re-enter clinical time with research projects remaining and many of these projects are ultimately abandoned. This mixed-methods study provides the basis for improving planning of the PDT, thereby allowing enhancement of both productivity and satisfaction.