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CAEP 2014 Academic Symposium: “How to make research succeed in your emergency department: How to develop and train career researchers in emergency medicine”

  • Jeffrey J. Perry (a1) (a2), Carolyn E. Snider (a3), Jennifer D. Artz (a4), Ian G. Stiell (a1) (a2), Sedigheh Shaeri (a5), Shelley McLeod (a6), Natalie Le Sage (a7), Corinne Hohl (a8), Lisa A. Calder (a1) (a2), Christian Vaillancourt (a1) (a2), Brian Holroyd (a9), Judd E. Hollander (a10) and Laurie J. Morrison (a5) (a11)...

Abstract

Objectives

We sought to 1) identify best practices for training and mentoring clinician researchers, 2) characterize facilitators and barriers for Canadian emergency medicine researchers, and 3) develop pragmatic recommendations to improve and standardize emergency medicine postgraduate research training programs to build research capacity.

Methods

We performed a systematic review of MEDLINE and Embase using search terms relevant to emergency medicine research fellowship/graduate training. We conducted an email survey of all Canadian emergency physician researchers. The Society for Academic Emergency Medicine (SAEM) research fellowship program was analysed, and other similar international programs were sought. An expert panel reviewed these data and presented recommendations at the Canadian Association of Emergency Physicians (CAEP) 2014 Academic Symposium. We refined our recommendations based on feedback received.

Results

Of 1,246 potentially relevant citations, we included 10 articles. We identified five key themes: 1) creating training opportunities; 2) ensuring adequate protected time; 3) salary support; 4) infrastructure; and 5) mentorship. Our survey achieved a 72% (67/93) response rate. From these responses, 42 (63%) consider themselves clinical researchers (i.e., spend a significant proportion of their career conducting research). The single largest constraint to conducting research was funding. Factors felt to be positive contributors to a clinical research career included salary support, research training (including an advanced graduate degree), mentorship, and infrastructure. The SAEM research fellowship was the only emergency medicine research fellowship program identified. This 2-year program requires approval of both the teaching centre and each applying fellow. This program requires training in 15 core competencies, manuscript preparation, and submission of a large grant to a national peer-review funding organization.

Conclusions

We recommend that the CAEP Academic Section create a process to endorse research fellowship/graduate training programs. These programs should include two phases: Phase I: Research fellowship/graduate training would include an advanced research university degree and 15 core learning areas. Phase II: research consolidation involves a further 1-3 years with an emphasis on mentorship and scholarship production. It is anticipated that clinician scientists completing Phase I and Phase II training at a CAEP Academic Section-endorsed site(s) will be independent researchers with a higher likelihood of securing external peer-reviewed funding and be able to have a meaningful external impact in emergency medicine research.

Objectifs

Le groupe visait à: 1) relever les pratiques exemplaires en matière de formation et de mentorat des cliniciens-chercheurs; 2) caractériser les facteurs facilitants de la recherche en médecine d’urgence au Canada ainsi que les obstacles; 3) élaborer des recommandations pragmatiques pour améliorer et normaliser les programmes de formation de cycles supérieurs en recherche dans le domaine de la médecine d’urgence afin de constituer une capacité de recherche.

Méthode

Le groupe a procédé à une revue systématique dans MEDLINE et Embase, à l’aide de termes de recherche se rapportant à la formation de cycles supérieurs et aux bourses de recherche en médecine d’urgence. Une enquête a été menée, par courriel, parmi tous les cliniciens-chercheurs en médecine d’urgence au Canada. Le programme de bourses de recherche de la Society for Academic Emergency Medicine (SAEM) a fait l’objet d’analyse, et des recherches ont été entreprises sur d’autres programmes internationaux similaires. Un groupe d’experts a examiné les données et présenté des recommandations à l’occasion du symposium sur les affaires universitaires de l’Association canadienne des médecins d'urgence (ACMU), de 2014. Les recommandations ont par la suite été améliorées d’après les observations reçues.

Résultats

Sur 1246 citations potentiellement pertinentes, 10 articles ont été retenus. Se sont dégagés cinq grands thèmes: 1) la création de possibilités de formation; 2) une période de protection suffisamment longue; 3) l’aide salariale; 4) l’infrastructure; et 5) le mentorat. Le taux de réponse à l’enquête s’est élevé à 72 % (67/93) et, parmi les répondants, 42 (63 %) se considéraient comme des cliniciens-chercheurs (c’est-à-dire qu’ils passent une grande partie de leur carrière à faire de la recherche). Le seul gros obstacle à la recherche était les efforts pour obtenir du financement; quant aux facteurs perçus comme favorables à une carrière en recherche clinique, il y avait l’aide salariale, la formation en recherche comprenant un diplôme de cycles supérieurs en la matière, le mentorat et l’infrastructure. Les bourses de recherche de la SAEM étaient le seul programme de bourses de recherche en médecine d’urgence qui a pu être relevé. Il s’agit d’un programme de deux ans, qui nécessite l’approbation et du centre d’enseignement et de chacun des candidats/candidates. Les exigences du programme comprennent de la formation dans 15 compétences de base, la préparation d’articles et la présentation d’une demande d’une subvention importante à une organisation nationale de financement évalué par les pairs.

Conclusions

Le groupe recommande que la section de l’ACMU responsable des affaires universitaires élabore un processus visant à appuyer les programmes de formation de cycles supérieurs et de bourses de recherche. Ces programmes devraient se diviser en deux phases: la première, axée sur une formation de cycles supérieurs et de bourses de recherche, comprendrait l’obtention d’un diplôme universitaire en recherche avancée et dans 15 champs d’apprentissage de base; la seconde, axée sur la consolidation des acquis en recherche, d’une durée de 1 à 3 ans additionnels, porterait en grande partie sur le mentorat et la production d’articles savants. Les chercheurs-cliniciens qui réaliseraient les deux phases de la formation dans un des centres de recherche reconnus par la section des affaires universitaires de l’ACMU deviendraient des chercheurs indépendants, qui auraient de bonnes chances d’obtenir du financement externe, évalué par les pairs, et de faire de la recherche susceptible d’un large rayonnement externe en médecine d’urgence.

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Copyright

Corresponding author

Correspondence to: Dr. Jeffrey J. Perry, Ottawa Hospital, Civic Campus, Clinical Epidemiology Unit F647, 1053 Carling Avenue, Ottawa, ON K1Y 4E9; Email: jperry@ohri.ca

References

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Supplementary materials

Perry supplementary material
Appendix 1

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