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A Novel Approach to Improve Resident Research

Purpose: To improve the quality of resident research.


Background: Over the past decade, scholarly activity has become more defined and outcomes-based. For years, residents have completed research projects that did not always fulfill the ACGME defined categories of publications (with PubMed IDs) or abstracts/presentations/posters (given at international, national, or regional meetings.) After assessing barriers to meaningful research, a formal strategy was developed to tackle obstacles to productive research; perceived lack of support, knowledge and motivation.


Methods: Residents began their research projects in their PGY2 year and received support and guidance from a medical editor and 2 faculty mentors. A formal program consisting of both a didactic curriculum (6 lectures) on research/statistical techniques and scheduled, bimonthly, mandatory meetings to assist with study design, IRB submission and presentations was developed. Throughout the research projects, a clear expectation of submission of the abstracts to selected national/regional meetings was made, and if accepted, residents were rewarded with financial subsidy to attend the conference.


Results: In 2016, 50% of resident research projects (3 of 6 projects) were accepted at national and regional meetings and in 2017, 70% (7 of 10 projects) were accepted. After instituting a comprehensive didactic, support and reward program, the number of research projects that were presented at meetings increased by 133%. 


Discussions: Implementing a scholarly activity approach that addresses issues of support, motivation and knowledge shows promise to improve quality of research. Further study is needed to make scholarly activity a more rewarding and productive part of residency.

Topics: CREOG & APGO Annual Meeting, 2019, Resident, Faculty, Residency Director, Medical Knowledge, Professionalism, GME, Independent Study,

General Information

Resident,Faculty,Residency Director,
Medical Knowledge,Professionalism,
Independent Study,
Clinical Focus

Author Information

Barbara Deli, MD, Icahn School of Medicine at Mount Sinai; Lois Brustman, MD; Carolyn Waldron, MS, MA; David Cole, MD; Peter McGovern, MD

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