儿科住院医师培训项目中的研究培训：一项全国性评估。
Research training among pediatric residency programs: a national assessment.
作者信息
Abramson Erika L, Naifeh Monique M, Stevenson Michelle D, Todd Christopher, Henry Emilie D, Chiu Ya-Lin, Gerber Linda M, Li Su-Ting T
机构信息
Dr. Abramson is assistant professor, Departments of Pediatrics and Healthcare Policy and Research, Weill Cornell Medical College, New York, New York. Dr. Naifeh is clinical assistant professor, Department of Pediatrics, University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma. Dr. Stevenson is associate professor, Department of Pediatrics, University of Louisville School of Medicine, Louisville, Kentucky. Dr. Todd is assistant professor, Department of Pediatrics, Texas Tech University Health Sciences Center School of Medicine, Amarillo, Texas. Dr. Henry is assistant professor, Department of Pediatrics, University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma. Ms. Chiu is a research biostatistician, Department of Public Health, Weill Cornell Medical College, New York, New York. Dr. Gerber is professor, Department of Public Health, Weill Cornell Medical College, New York, New York. Dr. Li is associate professor and vice chair of education, Department of Pediatrics, University of California Davis School of Medicine, Sacramento, California.
出版信息
Acad Med. 2014 Dec;89(12):1674-80. doi: 10.1097/ACM.0000000000000404.
PURPOSE
The Accreditation Council for Graduate Medical Education (ACGME) states that "residents should participate in scholarly activity." However, there is little guidance for effectively integrating scholarly activity into residency. This study was conducted to understand how pediatric residency programs meet ACGME requirements and to identify characteristics of successful programs.
METHOD
The authors conducted an online cross-sectional survey of all pediatric residency program directors in October 2012, assessing program characteristics, resident participation in scholarly activity, program infrastructure, barriers, and outcomes. Multivariate logistic regression was used to identify characteristics of programs in the top quartile for resident scholarly activity participation.
RESULTS
The response rate was 52.8% (105/199 programs). Seventy-seven (78.6%) programs required scholarly activity, although definitions were variable. When including only original research, systematic reviews or meta-analyses, and case reports or series with references, resident participation averaged 56% (range 0%-100%). Characteristics associated with high-participation programs included a scholarly activity requirement (odds ratio [OR] = 5.5, 95% confidence interval [CI] = 1.03-30.0); program director belief that all residents should present work regionally or nationally (OR = 4.7, 95% CI = 1.5-15.1); and mentorship by >25% of faculty (OR = 3.6, CI = 1.2-11.4). Only 47.1% (41) of program directors were satisfied with resident participation, and only 30.7% (27) were satisfied with the quality of research training provided.
CONCLUSIONS
The findings suggest that resident scholarly activity experience is highly variable and suboptimal. Identifying characteristics of successful programs can improve the resident research training experience.
目的
毕业后医学教育认证委员会（ACGME）规定“住院医师应参与学术活动”。然而，对于如何有效地将学术活动融入住院医师培训，几乎没有相关指导。本研究旨在了解儿科住院医师培训项目如何满足ACGME的要求，并确定成功项目的特征。
方法
作者于2012年10月对所有儿科住院医师培训项目主任进行了一项在线横断面调查，评估项目特征、住院医师参与学术活动的情况、项目基础设施、障碍和结果。采用多变量逻辑回归来确定住院医师学术活动参与率处于前四分位数的项目特征。
结果
回复率为52.8%（105/199个项目）。77个（78.6%）项目要求开展学术活动，不过定义各不相同。仅纳入原创研究、系统评价或荟萃分析以及带有参考文献的病例报告或系列时，住院医师的参与率平均为56%（范围为0%-100%）。与高参与率项目相关的特征包括学术活动要求（比值比[OR]=5.5，95%置信区间[CI]=1.03-30.0）；项目主任认为所有住院医师都应在地区或全国范围内展示其工作成果（OR=4.7，95%CI=1.5-15.1）；以及超过25%的教员提供指导（OR=3.6，CI=1.2-11.4）。只有47.1%（41名）项目主任对住院医师的参与情况感到满意，只有30.7%（27名）对所提供的研究培训质量感到满意。
结论
研究结果表明，住院医师的学术活动经历差异很大且不尽人意。确定成功项目的特征可以改善住院医师的研究培训体验。
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