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Graduate medical education scholarly activities initiatives: a systematic review and meta-analysis

BACKGROUND: According to the Accreditation Council for Graduate Medical Education residents “should participate in scholarly activity.” The development of a sustainable, successful resident scholarship program is a difficult task faced by graduate medical education leadership. METHODS: A medical lib...

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Autores principales: Wood, William, McCollum, Jonathan, Kukreja, Promil, Vetter, Imelda L., Morgan, Charity J., Hossein Zadeh Maleki, Ana, Riesenberg, Lee Ann
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2018
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6303993/
https://www.ncbi.nlm.nih.gov/pubmed/30577779
http://dx.doi.org/10.1186/s12909-018-1407-8
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author Wood, William
McCollum, Jonathan
Kukreja, Promil
Vetter, Imelda L.
Morgan, Charity J.
Hossein Zadeh Maleki, Ana
Riesenberg, Lee Ann
author_facet Wood, William
McCollum, Jonathan
Kukreja, Promil
Vetter, Imelda L.
Morgan, Charity J.
Hossein Zadeh Maleki, Ana
Riesenberg, Lee Ann
author_sort Wood, William
collection PubMed
description BACKGROUND: According to the Accreditation Council for Graduate Medical Education residents “should participate in scholarly activity.” The development of a sustainable, successful resident scholarship program is a difficult task faced by graduate medical education leadership. METHODS: A medical librarian conducted a systematic literature search for English language articles published on scholarly activities initiatives in Graduate Medical Education (GME) between January 2003 and March 31 2017. Inclusion criteria included implementing a graduate medical education research curriculum or initiative designed to enhance intern, resident, or fellow scholarly activities using a control or comparison group. We defined major outcomes as increases in publications or presentations. Random effects meta-analysis was used to compare the rate of publications before and after implementation of curriculum or initiative. RESULTS: We identified 32 relevant articles. Twenty-nine (91%) reported on resident publications, with 35% (10/29) reporting statistically significant increases. Fifteen articles (47%) reported on regional, national, or international presentations, with only 13% (2/15) reporting a statistically significant increase in productivity. Nineteen studies were eligible for inclusion in the meta-analysis; for these studies, the post-initiative publication rate was estimated to be 2.6 times the pre-intervention rate (95% CI: 1.6 to 4.3; p < 0.001). CONCLUSIONS: Our systematic review identified 32 articles describing curricula and initiatives used by GME programs to increase scholarly activity. The three most frequently reported initiatives were mentors (88%), curriculum (59%), and protected time (59%). Although no specific strategy was identified as paramount to improved productivity, meta-analysis revealed that the publication rate was significantly higher following the implementation of an initiative. Thus, we conclude that a culture of emphasis on resident scholarship is the most important step. We call for well-designed research studies with control or comparison groups and a power analysis focused on identifying best practices for future scholarly activities curricula and initiatives. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1186/s12909-018-1407-8) contains supplementary material, which is available to authorized users.
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spelling pubmed-63039932019-01-03 Graduate medical education scholarly activities initiatives: a systematic review and meta-analysis Wood, William McCollum, Jonathan Kukreja, Promil Vetter, Imelda L. Morgan, Charity J. Hossein Zadeh Maleki, Ana Riesenberg, Lee Ann BMC Med Educ Research Article BACKGROUND: According to the Accreditation Council for Graduate Medical Education residents “should participate in scholarly activity.” The development of a sustainable, successful resident scholarship program is a difficult task faced by graduate medical education leadership. METHODS: A medical librarian conducted a systematic literature search for English language articles published on scholarly activities initiatives in Graduate Medical Education (GME) between January 2003 and March 31 2017. Inclusion criteria included implementing a graduate medical education research curriculum or initiative designed to enhance intern, resident, or fellow scholarly activities using a control or comparison group. We defined major outcomes as increases in publications or presentations. Random effects meta-analysis was used to compare the rate of publications before and after implementation of curriculum or initiative. RESULTS: We identified 32 relevant articles. Twenty-nine (91%) reported on resident publications, with 35% (10/29) reporting statistically significant increases. Fifteen articles (47%) reported on regional, national, or international presentations, with only 13% (2/15) reporting a statistically significant increase in productivity. Nineteen studies were eligible for inclusion in the meta-analysis; for these studies, the post-initiative publication rate was estimated to be 2.6 times the pre-intervention rate (95% CI: 1.6 to 4.3; p < 0.001). CONCLUSIONS: Our systematic review identified 32 articles describing curricula and initiatives used by GME programs to increase scholarly activity. The three most frequently reported initiatives were mentors (88%), curriculum (59%), and protected time (59%). Although no specific strategy was identified as paramount to improved productivity, meta-analysis revealed that the publication rate was significantly higher following the implementation of an initiative. Thus, we conclude that a culture of emphasis on resident scholarship is the most important step. We call for well-designed research studies with control or comparison groups and a power analysis focused on identifying best practices for future scholarly activities curricula and initiatives. ELECTRONIC SUPPLEMENTARY MATERIAL: The online version of this article (10.1186/s12909-018-1407-8) contains supplementary material, which is available to authorized users. BioMed Central 2018-12-22 /pmc/articles/PMC6303993/ /pubmed/30577779 http://dx.doi.org/10.1186/s12909-018-1407-8 Text en © The Author(s). 2018 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
spellingShingle Research Article
Wood, William
McCollum, Jonathan
Kukreja, Promil
Vetter, Imelda L.
Morgan, Charity J.
Hossein Zadeh Maleki, Ana
Riesenberg, Lee Ann
Graduate medical education scholarly activities initiatives: a systematic review and meta-analysis
title Graduate medical education scholarly activities initiatives: a systematic review and meta-analysis
title_full Graduate medical education scholarly activities initiatives: a systematic review and meta-analysis
title_fullStr Graduate medical education scholarly activities initiatives: a systematic review and meta-analysis
title_full_unstemmed Graduate medical education scholarly activities initiatives: a systematic review and meta-analysis
title_short Graduate medical education scholarly activities initiatives: a systematic review and meta-analysis
title_sort graduate medical education scholarly activities initiatives: a systematic review and meta-analysis
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6303993/
https://www.ncbi.nlm.nih.gov/pubmed/30577779
http://dx.doi.org/10.1186/s12909-018-1407-8
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