is a Student, Master's in Medical Education Program, Harvard Medical School, and a Pediatrician, Department of Pediatrics, CHU Sainte-Justine, Montreal, Quebec, Canada.
is an Assistant Professor and a Researcher, Department of Pediatrics, Centre for Applied Health Sciences Education, Faculty of Medicine, Université de Montréal, Quebec, Canada.
J Grad Med Educ. 2022 Apr;14(2):191-200. doi: 10.4300/JGME-D-21-00530.1. Epub 2022 Apr 14.
Research in education advances knowledge and improves learning, but the literature does not define how to protect residents' rights as subjects in studies or how to limit the impact of their participation on their clinical training.
We aimed to develop a consensual framework on how to include residents as participants in education research, with the dual goal of protecting their rights and promoting their contributions to research.
A nominal group technique approach was used to structure 3 iterative meetings held with the pre-existing residency training program committee and 7 invited experts between September 2018 and April 2019. Thematic text analysis was conducted to prepare a final report, including recommendations.
Five themes, each with recommendations, were identified: (1) Freedom of participation: participation, non-participation, or withdrawal from a study should not interfere with teacher-learner relationship (recommendation: improve recruitment and consent forms); (2) Avoidance of over-solicitation (recommendation: limit the number of ongoing studies); (3) Management of time dedicated to participation in research (recommendations: schedule and proportion of time for study participation); (4) Emotional safety (recommendation: requirement for debriefing and confidential counseling); and (5) Educational safety: data collected during a study should not influence clinical assessment of the resident (recommendation: principal investigator should not be involved in the evaluation process of learners in clinical rotation).
Our nominal group technique approach resulted in raising 5 specific issues about freedom of participation of residents in research in medical education, over-solicitation, time dedicated to research, emotional safety, and educational safety.
教育研究可以推进知识的发展和促进学习，但文献并未界定如何保护研究中作为研究对象的住院医师的权利，也未界定如何限制其参与对临床培训的影响。
我们旨在制定一个共识框架，以确定如何让住院医师作为参与者参与教育研究，其双重目标是保护他们的权利并促进他们对研究的贡献。
采用名义群体技术方法，在 2018 年 9 月至 2019 年 4 月期间，与预先存在的住院医师培训计划委员会和 7 名受邀专家共同组织了 3 次迭代会议。进行了主题文本分析，以准备最终报告，包括建议。
确定了 5 个主题，每个主题都有建议：（1）参与自由：参与、不参与或退出研究不应干扰师生关系（建议：改进招募和同意书）；（2）避免过度征集（建议：限制正在进行的研究数量）；（3）管理参与研究的时间（建议：研究参与的日程安排和时间比例）；（4）情感安全（建议：需要进行汇报和保密咨询）；以及（5）教育安全：研究过程中收集的数据不应影响对住院医师的临床评估（建议：主要研究者不应参与学习者的临床轮转评估过程）。
我们的名义群体技术方法提出了 5 个具体问题，涉及住院医师在医学教育研究中的参与自由、过度征集、研究时间、情感安全和教育安全。
