“Not just a checkbox”: A qualitative study of the resident scholarly experience
dc.contributor.author | Jordan, Jaime | |
dc.contributor.author | Berger, Max | |
dc.contributor.author | Curato, Mark | |
dc.contributor.author | Ilgen, Jonathan S. | |
dc.contributor.author | Hopson, Laura R. | |
dc.contributor.author | Clarke, Samuel O. | |
dc.contributor.author | Chipman, Anne K. | |
dc.contributor.author | Janicki, Adam | |
dc.contributor.author | Gottlieb, Michael | |
dc.date.accessioned | 2023-01-11T16:22:29Z | |
dc.date.available | 2024-01-11 11:22:28 | en |
dc.date.available | 2023-01-11T16:22:29Z | |
dc.date.issued | 2022-12 | |
dc.identifier.citation | Jordan, Jaime; Berger, Max; Curato, Mark; Ilgen, Jonathan S.; Hopson, Laura R.; Clarke, Samuel O.; Chipman, Anne K.; Janicki, Adam; Gottlieb, Michael (2022). "“Not just a checkbox”: A qualitative study of the resident scholarly experience." AEM Education and Training (6): n/a-n/a. | |
dc.identifier.issn | 2472-5390 | |
dc.identifier.issn | 2472-5390 | |
dc.identifier.uri | https://hdl.handle.net/2027.42/175416 | |
dc.description.abstract | ObjectivesScholarship is a requirement of residency training; however, the scholarly productivity of trainees is highly variable. The purpose of this study was to explore the perspectives of residents who have been highly productive in scholarship.MethodsWe performed a qualitative study using a constructivist–interpretivist paradigm and conducted semistructured interviews at seven Accreditation Council for Graduate Medical Education–accredited emergency medicine residency programs in the United States. We included sites of diverse locations and training formats (PGY-1 to -4 vs. PGY-1 to -3). Program leadership identified residents with high levels of scholarly productivity at their institutions. We used purposive sampling to seek out residents with diversity in gender and PGY level. Two researchers independently performed a thematic analysis of interview transcripts. Discrepancies were resolved through in-depth discussion and negotiated consensus.ResultsWe invited 14 residents and all consented to be interviewed. Residents felt scholarship enhanced their knowledge and skills, grew collaborative networks, and provided personal fulfillment and external rewards. Scholarship positively impacted their careers by focusing their professional interests and informing career decisions. Participants identified individual and institutional facilitators of success including personal prior knowledge and skills, project management skills, mindset, protected time, mentorship, and leadership support. Challenges to conducting scholarship included lack of time, expertise, and resources. Participants acknowledged that participating in scholarly activities was hard work and recommended that residents seek out quality mentorship, work on projects that they are passionate, start early, and be persistent in their efforts. Participants’ advice to faculty supporting resident scholarship included recommendations to allow resident autonomy of projects, provide scholarly opportunities, and be responsive to trainee needs.ConclusionsParticipants in this study highlighted benefits of participating in scholarly activity as well as challenges and strategies for success. These results can inform residencies seeking to enhance the scholarly experience of trainees. | |
dc.publisher | Wiley Periodicals, Inc. | |
dc.publisher | Sage Publications | |
dc.title | “Not just a checkbox”: A qualitative study of the resident scholarly experience | |
dc.type | Article | |
dc.rights.robots | IndexNoFollow | |
dc.subject.hlbsecondlevel | Emergency Medicine | |
dc.subject.hlbtoplevel | Health Sciences | |
dc.description.peerreviewed | Peer Reviewed | |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/175416/1/aet210824.pdf | |
dc.description.bitstreamurl | http://deepblue.lib.umich.edu/bitstream/2027.42/175416/2/aet210824_am.pdf | |
dc.identifier.doi | 10.1002/aet2.10824 | |
dc.identifier.source | AEM Education and Training | |
dc.identifier.citedreference | Malterud K, Siersma VD, Guassora AD. Sample size in qualitative interview studies: guided by information power. Qual Health Res. 2015; 26 ( 13 ): 1753 - 1760. | |
dc.identifier.citedreference | Ledford CJ, Seehusen DA, Villagran MM, Cafferty LA, Childress MA. Resident scholarship expectations and experiences: sources of uncertainty as barriers to success. J Grad Med Educ. 2013; 5 ( 4 ): 564 - 569. | |
dc.identifier.citedreference | Carek PJ, Dickerson LM, Diaz VA, Steyer TE. Addressing the scholarly activity requirements for residents: one Program’s solution. J Grad Med Educ. 2011; 3 ( 3 ): 379 - 382. | |
dc.identifier.citedreference | Arora V, Bell PF, Hagberg S. Cultivating change: engaging residents in research. Int J Psychiatry Med. 2020; 55 ( 5 ): 376 - 383. | |
dc.identifier.citedreference | Panchal A, Denninghoff K, Munger B, Keim S. Scholar quest: a residency research program aligned with faculty goals. West J Emerg Med. 2014; 15 ( 3 ): 299 - 305. | |
dc.identifier.citedreference | Standish KR, Gonzalez SC, Roy V, McGuire CM, Barnett KG, Saper RB. Resident outcomes and perspectives over 2 years of a new scholarship curriculum. Fam Med. 2021; 53 ( 6 ): 461 - 466. | |
dc.identifier.citedreference | Kanna B, Deng C, Erickson SN, Valerio JA, Dimitrov V, Soni A. The research rotation: competency-based structured and novel approach to research training of internal medicine residents. BMC Med Educ. 2006; 6: 52. | |
dc.identifier.citedreference | Hartman N, Jordan J, Gottlieb M, Mahler SA, Cline D. A model research curriculum for emergency medicine residency: a modified Delphi consensus. AEM Educ Train. 2021; 5 ( 2 ): e10484. | |
dc.identifier.citedreference | Regan L, Stahmer S, Nyce A, et al. Scholarly tracks in emergency medicine. Acad Emerg Med. 2010; 17 ( S2 ): S87 - S94. | |
dc.identifier.citedreference | Jordan J, Hwang M, Coates WC. Academic career preparation for residents - are we on the right track? Prevalence of specialized tracks in emergency medicine training programs. BMC Med Educ. 2018; 18 ( 1 ): 184. | |
dc.identifier.citedreference | Ravitch SM, Carl NM. Qualitative Research. Bridging the Conceptual, Theoretical, and Methodological. Sage Publications; 2016. | |
dc.identifier.citedreference | Denzin NK, Lincoln YS. The SAGE Handbook of Qualitative Research. 5th ed. SAGE Publications; 2017. | |
dc.identifier.citedreference | Nowell LS, Norris JM, White DE, Moules NJ. Thematic analysis. Int J Qual Meth. 2017; 16 ( 1 ): 160940691773384. | |
dc.identifier.citedreference | Korstjens I, Moser A. Series: practical guidance to qualitative research. Part 4: trustworthiness and publishing. Eur J Gen Pract. 2018; 24 ( 1 ): 120 - 124. | |
dc.identifier.citedreference | Rothenberger DA. Physician burnout and well-being: a systematic review and framework for action. Dis Colon Rectum. 2017; 60: 567 - 576. | |
dc.identifier.citedreference | Ishak WW, Lederer S, Madndili C, et al. Burnout during residency training: a literature review. J Grad Med Educ. 2009; 1: 236 - 242. | |
dc.identifier.citedreference | Maslach C, Jackson SE, Leiter MP, Schaufeli WB, Schwab RL. Maslach Burnout Inventory™ (BMI). Mind Garden, Inc. c2022. Accessed August 29, 2022. https://www.mindgarden.com/117-maslach-burnout-inventory | |
dc.identifier.citedreference | Jordan J, Watcha D, Cassella C, Kaji AH, Trivedi S. Impact of a mentorship program on medical student burnout. AEM Educ Train. 2019; 3 ( 3 ): 218 - 225. | |
dc.identifier.citedreference | Jordan J, Elder J, Uijtdehaage S, Coates WC. Dual learning in an emergency medicine clerkship improves student performance. J Emerg Med. 2016; 50 ( 3 ): 471 - 476. | |
dc.identifier.citedreference | Jordan J, Coates WC, Gottlieb M, Soares WE 3rd, Shah KH, Love JN. The impact of a medical education research faculty development program on career development, through the lens of social cognitive career theory. AEM Educ Train. 2020; 5 ( 3 ): e10565. | |
dc.identifier.citedreference | Fouad NA. Social cognitive career theory introductory review. In: Swanson JL, Fouad NA, eds. Career Theory and Practice: Learning through Case Studies. 3rd ed. SAGE Publications Inc.; 2014. | |
dc.identifier.citedreference | Bakken LL, Byars-Winston A, Wang M. Viewing clinical research career development through the lens of social cognitive career theory. Adv Health Sci Educ. 2006; 11: 91 - 110. | |
dc.identifier.citedreference | Jordan J, Coates WC, Clarke S, et al. The uphill battle of performing education scholarship: barriers educators and education researchers face. West J Emerg Med. 2018; 19 ( 3 ): 619 - 629. | |
dc.identifier.citedreference | Yarris LM, Juve AM, Artino AR Jr, et al. Expertise, time, money, mentoring, and reward: systematic barriers that limit education researcher productivity – proceedings from the AAMC GEA workshop. J Grad Med Educ. 2014; 6 ( 3 ): 430 - 436. | |
dc.identifier.citedreference | Zibrowski EM, Weston WW, Goldszmidt MA. ‘I don’t have time’: issues of fragmentation, prioritisation and motivation for education scholarship among medical faculty. Med Educ. 2008; 42 ( 9 ): 872 - 878. | |
dc.identifier.citedreference | Jordan J, Hwang M, Kaji A, Coates W. Scholarly tracks in emergency medicine residency programs are associated with increased choice of academic career. West J Emerg Med. 2018; 19 ( 3 ): 593 - 599. | |
dc.identifier.citedreference | Stevenson MD, Smigielski EM, Naifeh MM, Abramson EL, Todd C, Li ST. Increasing scholarly activity productivity during residency. Acad Med. 2017; 92 ( 2 ): 250 - 266. | |
dc.identifier.citedreference | Wood W, McCollum J, Kukreja P, et al. Graduate medical education scholarly activities initiatives: a systematic review and meta-analysis. BMC Med Educ. 2018; 18 ( 1 ): 318. | |
dc.identifier.citedreference | Rothberg MB. Overcoming the obstacles to research during residency: what does it take? JAMA. 2012; 308 ( 21 ): 2191 - 2192. | |
dc.identifier.citedreference | ACGME program requirements for graduate medical education in emergency medicine. Accreditation Council for Graduate Medical Education. June 13, 2020. Accessed August 29, 2022. https://www.acgme.org/globalassets/pfassets/programrequirements/110_emergencymedicine_2021.pdf | |
dc.identifier.citedreference | Summers RL, Fish S, Blanda M, Terndrup T. Assessment of the “scholarly project” requirement for emergency medicine residents: report of the SAEM Research Directors’ Workshop. Acad Emerg Med. 1999; 6 ( 11 ): 1160 - 1165. | |
dc.identifier.citedreference | Levine RB, Hebert RS, Wright SM. Resident research and scholarly activity in internal medicine residency training programs. J Gen Intern Med. 2005; 20 ( 2 ): 155 - 159. | |
dc.identifier.citedreference | Kane BG, Totten VY, Kraus CK, et al. Creating consensus: revisiting the emergency medicine resident scholarly activity requirement. West J Emerg Med. 2019; 20 ( 2 ): 369 - 375. | |
dc.identifier.citedreference | Geyer BC, Kaji AH, Katz ED, Jones AE, Bebarta VS. A national evaluation of the scholarly activity requirement in residency programs: a survey of emergency medicine program directors. Acad Emerg Med. 2015; 22 ( 11 ): 1337 - 1344. | |
dc.identifier.citedreference | Paxton J, Messman A, Harrison N, Malik A, Burke R, Levy P. Resident research in emergency medicine: an introduction and primer. West J Emerg Med. 2020; 21 ( 5 ): 1118 - 1122. | |
dc.identifier.citedreference | Rivera JA, Levine RB, Wright SM. Brief report: completing a scholarly project during residency training. J Gen Intern Med. 2005; 20 ( 4 ): 366 - 369. | |
dc.identifier.citedreference | Takahashi O, Ohde S, Jacobs JL, Tokuda Y, Omata F, Fukui T. Residents’ experience of scholarly activities is associated with higher satisfaction with residency training. J Gen Intern Med. 2009; 24 ( 6 ): 716 - 720. | |
dc.working.doi | NO | en |
dc.owningcollname | Interdisciplinary and Peer-Reviewed |
Files in this item
Remediation of Harmful Language
The University of Michigan Library aims to describe library materials in a way that respects the people and communities who create, use, and are represented in our collections. Report harmful or offensive language in catalog records, finding aids, or elsewhere in our collections anonymously through our metadata feedback form. More information at Remediation of Harmful Language.
Accessibility
If you are unable to use this file in its current format, please select the Contact Us link and we can modify it to make it more accessible to you.