Clancy Aisling A, Posner Glenn
Department of Obstetrics and Gynecology, University of Ottawa, Ottawa, Ontario, Canada.
Department of Obstetrics and Gynecology, University of Ottawa, Ottawa, Ontario, Canada; Department of Innovation in Medical Education, University of Ottawa, Ottawa, Ontario, Canada.
J Surg Educ. 2015 Sep-Oct;72(5):836-43. doi: 10.1016/j.jsurg.2015.02.007. Epub 2015 Apr 23.
Obstetrics and Gynecology (Ob/Gyn) residency programs in Canada mandate participation in scholarly research activity, yet there remains a lack of literature on trainees' opinions regarding its value, feasibility, and perceived effect on future practice. An understanding of resident attitudes toward research during residency is essential in effectively engaging trainees and fostering a robust research community in the field. We sought to identify factors reported to influence involvement in resident research, including perceived barriers.
Anonymous data were collected via an online survey distributed to all residents enrolled in accredited Ob/Gyn residency programs throughout Canada. The 10-minute, previously piloted questionnaire covered questions related to demographic information, research experience, career goals, current research activities, opinions on research environment, and opinions regarding the effect of research on future practice. Descriptive statistics were used to describe demographics, research background, and current research activities. Categorical variables were compared using the chi-square analysis and continuous variables were compared using the Mann-Whitney rank sum tests.
A total of 175 residents completed the survey; 61% agreed/strongly agreed that they participate in research solely because it is mandated by their program, 22% felt that their training environment did not promote research, 19% disagreed/strongly disagreed that research is a positive experience, while 70% agreed/strongly agreed that they would prefer to complete another educational activity other than a research project. Time constraints owing to residency duties, time constraints owing to personal reasons, and lack of statistical knowledge were reported as barriers to research involvement by 97%, 90%, and 74% of trainees, respectively. Residents with graduate degrees were less likely to report lack of training on research design as a moderate/extreme barrier (7% vs 32%, p = 0.007).
There exists considerable disparity in enthusiasm for scholarly research activity among Ob/Gyn residents. Curricular development should focus on addressing resident-reported barriers, including the provision of protected time for research and access to statistical support and education, particularly for residents without graduate degrees.
加拿大的妇产科住院医师培训项目要求参与学术研究活动，但关于学员对其价值、可行性以及对未来实践的感知影响的看法，相关文献仍然匮乏。了解住院医师培训期间对研究的态度对于有效吸引学员并在该领域培育强大的研究群体至关重要。我们试图确定据报道会影响住院医师参与研究的因素，包括感知到的障碍。
通过在线调查收集匿名数据，该调查面向加拿大所有参加经认可的妇产科住院医师培训项目的住院医师。这份经过预测试的问卷时长10分钟，涵盖了与人口统计学信息、研究经历、职业目标、当前研究活动、对研究环境的看法以及研究对未来实践的影响等相关的问题。描述性统计用于描述人口统计学、研究背景和当前研究活动。分类变量使用卡方分析进行比较，连续变量使用曼 - 惠特尼秩和检验进行比较。
共有175名住院医师完成了调查；61%的人同意/强烈同意他们参与研究仅仅是因为项目要求，22%的人觉得他们的培训环境不促进研究，19%的人不同意/强烈不同意研究是一次积极的经历，而70%的人同意/强烈同意他们更愿意完成除研究项目之外的其他教育活动。分别有97%、90%和74%的学员报告称，由于住院医师职责导致的时间限制、个人原因导致的时间限制以及缺乏统计知识是参与研究的障碍。拥有研究生学位的住院医师将研究设计方面缺乏培训报告为中度/极端障碍的可能性较小（7%对32%，p = 0.007）。
妇产科住院医师对学术研究活动的热情存在相当大的差异。课程开发应专注于解决住院医师报告的障碍，包括提供专门用于研究的时间以及获得统计支持和教育的机会，特别是对于没有研究生学位的住院医师。
