Neacy K, Stern S A, Kim H M, Dronen S C
Department of Emergency Medicine, Regions Medical Center, St. Paul, MN, USA.
Acad Emerg Med. 2000 Dec;7(12):1408-15. doi: 10.1111/j.1553-2712.2000.tb00499.x.
A 15-item survey was administered to all U.S. emergency medicine (EM) residents in conjunction with the February 1997 American Board of Emergency Medicine (ABEM) In-service Examination. The survey assessed resident interest in a career in academic EM, and resident perception of the general quality of training in academic (research and teaching) skills. Residents were also asked to rate the quality of their training in the following specific academic skills: medical and grant writing, bedside teaching, lecturing, the use of computers, study design, statistics, and the use of audiovisual aids. Resident perceptions of the availability of the following resources were also assessed: teaching and research role models, data collection and analysis support, laboratory facilities, financial support of research, research fundamentals lectures, and computers.
The response rate was 93%. Forty-four percent of the respondents were interested in academic EM, 36.6% were undecided, and 19.6% were not interested in an academic career. On a scale of 1 (unprepared) to 5 (well prepared), the residents rated their overall preparedness for an academic career fairly high (3.97 [0.86]). In contrast, they perceived the quality of their training in the specific academic skill areas assessed and research resource availability to be only fair. Despite resident perception of relatively inadequate training in basic academic skills, only 24% of the respondents indicated that they believed fellowship training was important for success in an academic career. Logistic regression analyses demonstrated that participation in a research project in medical school, the length of the training program (4- vs 3-year), being a first-year resident, and a better perception of one's overall academic skill preparation were factors independently associated with having a greater interest in an academic career.
A relatively high percentage of residents initially express an interest in an academic career, but this interest wanes as residency progresses. A minority of residents believe that their training provides them with the specific skills needed to succeed in academics, or with adequate exposure to research resources or mentors. Emergency medicine may be able to increase the number of qualified academic faculty by recruiting medical students with prior research experience, and providing residents with better research training and role models.
1）评估住院医师对基础学术技能培训质量以及住院期间研究资源的可获得性和质量的看法；2）评估这些态度与学术职业选择之间的关联；3）评估住院医师对研究生进修培训对学术职业成功的重要性的态度。
1997年2月，在进行美国急诊医学委员会（ABEM）在职考试的同时，对所有美国急诊医学（EM）住院医师进行了一项包含15个条目的调查。该调查评估了住院医师对学术急诊医学职业的兴趣，以及他们对学术（研究和教学）技能总体培训质量的看法。住院医师还被要求对他们在以下特定学术技能方面的培训质量进行评分：医学写作和科研基金申请写作、床边教学、授课、计算机使用、研究设计、统计学以及视听教具的使用。还评估了住院医师对以下资源可获得性的看法：教学和研究榜样、数据收集和分析支持、实验室设施、研究的资金支持、研究基础讲座以及计算机。
回复率为93%。44%的受访者对学术急诊医学感兴趣，36.6%不确定，19.6%对学术职业不感兴趣。在从1（未准备好）到5（准备充分）的评分量表上，住院医师对其学术职业的总体准备程度评价较高（3.97[0.86]）。相比之下，他们认为自己在所评估的特定学术技能领域的培训质量以及研究资源的可获得性仅为一般。尽管住院医师认为在基础学术技能方面的培训相对不足，但只有24%的受访者表示他们认为进修培训对学术职业的成功很重要。逻辑回归分析表明，医学院期间参与研究项目、培训项目时长（4年制与3年制）、作为一年级住院医师以及对自己总体学术技能准备情况的更好认知是与对学术职业有更大兴趣独立相关的因素。
相对较高比例的住院医师最初表达了对学术职业的兴趣，但随着住院医师培训的推进，这种兴趣逐渐减弱。少数住院医师认为他们的培训为他们提供了在学术领域取得成功所需的特定技能，或者让他们有足够机会接触研究资源或导师。急诊医学可以通过招募有过研究经验的医学生，并为住院医师提供更好地研究培训和榜样，来增加合格学术教员的数量。
