Hostname: page-component-77c89778f8-gvh9x Total loading time: 0 Render date: 2024-07-18T08:06:09.806Z Has data issue: false hasContentIssue false

Implementation and evaluation of a novel research education rotation for Royal College of Physicians and Surgeons emergency medicine residents

Published online by Cambridge University Press:  04 March 2015

Riyad B. Abu-Laban*
Affiliation:
Department of Emergency Medicine, University of British Columbia, Vancouver, BC Vancouver Health Research Institute Centre for Clinical Epidemiology & Evaluation, Vancouver, BC
Sandra Jarvis-Selinger
Affiliation:
Department of Emergency Medicine, University of British Columbia, Vancouver, BC eHealth Strategy Office, Faculty of Medicine, University of British Columbia, Vancouver, BC
Lana Newton
Affiliation:
eHealth Strategy Office, Faculty of Medicine, University of British Columbia, Vancouver, BC
Brian Chung
Affiliation:
Department of Emergency Medicine, University of British Columbia, Vancouver, BC RCPS Emergency Medicine Residency Program, University of British Columbia, Vancouver, BC
*
Department of Emergency Medicine, University of British Columbia, 910 West 10th Avenue, Room 3300, Vancouver, BC V5Z 1M9; abulaban@mail.ubc.ca

Abstract

Core share and HTML view are not available for this content. However, as you have access to this content, a full PDF is available via the ‘Save PDF’ action button.

Royal College of Physicians and Surgeons (RCPS) emergency medicine (EM) residents must complete a scholarly project; however, significant variation exists in Canadian EM resident research education and facilitation. We developed and implemented a novel mandatory research education rotation for RCPS EM residents intended to increase knowledge, faculty/resident collaborations, and, ultimately, scholarly output. This 4-week rotation took place in the fall of 2011 and consisted of 37 faculty-led didactic, critical appraisal, and workshop seminars. Exposure to faculty research and resulting opportunities and the development of resident research projects were integrated into the rotation. Twelve participating residents completed daily evaluations and took part in an exit focus group analyzed using a constant comparative method. Knowledge acquisition was assessed with a pre/post comprehensive examination instrument evaluated by a paired t-test. Evaluations indicated generally high satisfaction throughout the rotation. Focus group analysis indicated that residents felt two important but competing goals existed: developing a research project and developing critical appraisal skills. The research knowledge of all participants improved significantly (mean/SD examination change +35.4%/+10.4%, range +20.0% to +53.6%, p < 0.001), and several new resident/faculty research collaborations arose from the rotation. A rotation of this nature is an efficient and effective means to increase research and critical appraisal knowledge and faculty/resident collaborations. As a result of our positive experience, the rotation will continue annually and has been expanded to include pediatric EM fellows. Longitudinal tracking of the participating trainee cohort will remain ongoing to assess the scholarly output impact of the rotation.

Type
Brief Educational Report • Bref compte
Copyright
Copyright © Canadian Association of Emergency Physicians 2013

References

REFERENCES

1.Jones, J, Dougherty, J, Cannon, L, et al. Teaching research in the emergency medicine residency curriculum. Ann Emerg Med 1987;16:347–53, doi:10.1016/S0196-0644(87)80186-5.Google Scholar
2.Stead, LG, Sadosty, AT, Decker, WW. Academic career development for emergency medicine residents: a road map. Acad Emerg Med 2005;12:412–6, doi:10.1111/j.1553-2712.2005.tb01541.x.Google Scholar
3.Neacy, K, Stern, SA, Kim, HM, et al. Resident perception of academic skills training and impact on academic career choice. Acad Emerg Med 2000;7:1408–15, doi:10.1111/j.1553-2712.2000.tb00499.x.Google Scholar
4.Rydman, RG, Zalenski, RJ, Fagan, JK. An evaluation of research training in a large residency program. Acad Emerg Med 1994;1:448–53, doi:10.1111/j.1553-2712.1994.tb02525.x.Google Scholar
5.Holmes, JF, Sokolove, PE, Panacek, EA. Ten-year experience with an emergency medicine resident research project requirement. Acad Emerg Med 2006;13:575–9, doi:10.1111/j.1553-2712.2006.tb01011.x.Google Scholar
6.Royal College of Physicians and Surgeons Specialty Training Requirement in Emergency Medicine (2010). Available at: http://rcpsc.medical.org/information/index.php?specialty=122&submit=Select (accessed May 29, 2012).Google Scholar
7.Tintinalli, JE, Shofer, F, Biese, K, et al. Toward a new paradigm: goal-based residency training. Acad Emerg Med 2011;18 Suppl 2:S71-8, doi:10.1111/j.1553-2712.2011.01174.x.Google Scholar
8.Farrell, SE, Pacella, C, Egan, D, et al. Resident-as-teacher: a suggested curriculum for emergency medicine. Acad Emerg Med 2006;13:677–9, doi:10.1111/j.1553-2712.2006.tb01031.x.Google ScholarPubMed
9.Patocka, C, Meyers, C, Delaney, S. Residents-as-teachers: a survey of Canadian specialty programs. Can J Emerg Med 2011;13:319–24.Google Scholar
10.Onwuegbuzie, AJ, Dickinson, WB, Leech, NL, Zoran, AG. A qualitative framework for collecting and analyzing data in focus group research. Int J Qual Methods 2009;8(3):121.Google Scholar