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Research Literacy in Residency: Development, Implementation, and Outcomes for the Psychiatry Research Methods and
Susan K Mikulich-Gilbertson1, Joseph T Sakai2, Emmaly Perks2
1University of Colorado Anschutz Medical Campus, Aurora, CO, USA. susan.mikulich@cuanschutz.edu.
Summary
The Psychiatry Research Methods and Scholarship (PReMS) curriculum significantly improved resident research literacy. This program enhances critical evaluation of medical literature, a vital skill for lifelong learning in physicians.
Area of Science:
- Medical Education
- Psychiatry Research
- Research Literacy
Background:
- Residency training requires robust research literacy and scholarship skills.
- Developing effective curricula for these competencies is essential for physician development.
Purpose of the Study:
- To describe the development, implementation, and outcomes of the Psychiatry Research Methods and Scholarship (PReMS) curriculum.
- To enhance research literacy and scholarship among psychiatry residents (PGY-2).
Main Methods:
- The PReMS curriculum was developed at UC-DOP, integrating expertise in pedagogy and biostatistics.
- It utilized resident-led discussions of faculty-authored publications, supported by lectures and faculty author engagement.
- An assessment measured research literacy before and after curriculum implementation.
Main Results:
- A high faculty author attendance rate (93%) was achieved during resident-led paper discussions.
- Residents demonstrated a significant average improvement of 17% in research literacy scores post-PReMS (p < 0.0001).
- Perceived importance of research to psychiatrists remained unchanged.
Conclusions:
- The PReMS curriculum effectively improves research literacy in psychiatry residency.
- It enhances residents' critical evaluation of medical literature and provides scholarship mentoring opportunities.
- This approach makes methodological concepts more engaging for residents.
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