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Improving Resident Research Projects by Providing a Focused Research Infrastructure and Training on Evidence-Based Practice

Journal: The Journal of the American Osteopathic Association Date: 2011/08, 111(8):Pages: 510-511. doi: Subito , type of study: retrospective study

Full text    (https://www.degruyter.com/document/doi/10.7556/jaoa.2011.111.8.487/html)

Keywords:

curriculum [245]
medical students [448]
osteopathic medicine [1631]
research [332]
residency [226]
retrospective study [231]
USA [1166]

Abstract:

Context: The Basic Standards for Residency Training in Osteopathic Family Practice and Manipulative Medicine states that residency programs must provide instruction in critical evaluation of medical literature, including assessing study validity. Furthermore, it requires the participation of each resident in an active research/scholarly activity. The Standards define research to include a number of activities, including papers on healthcare topics, presentations at meetings, or original research. Hypothesis: This retrospective review evaluated whether a structured research requisite can result in advancing primary care research within a family medicine department. Methods: Initiated by the departmental vice-chair, the Department of Family Medicine at the University of Medicine and Dentistry of New Jersey-School of Osteopathic Medicine has, since 2005, as part of the residency graduation fulfillment, required all residents to develop and complete an institutional review board-approved original research study. Prior to this initiative, residents fulfilled their scholarly research requirement by writing a review paper or developing a case presentation. In support of this new research requirement and to advance the research agenda in primary care, the department built an infrastructure providing a number of support services, including a faculty-led journal club; instruction in research design; a faculty-directed IRB submission process; a faculty statistical analyst; and focused training in information mastery, which includes instruction in evidence-based medicine and medical informatics. Results: Since the inception of this research requirement, 34 studies have been completed. Included in these projects have been 43 residents and 18 faculty members. The poster presentations describing these studies have won national awards and a number of them have been published in peer-reviewed journals. Conclusion: Research in primary care can be advanced by initiating an original research requirement, providing faculty development, and building a supportive infrastructure.


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