Sustainable Curriculum to Increase Scholarly Activity in a Family Medicine Residency.
Sustainable Curriculum to Increase Scholarly Activity in a Family Medicine Residency.
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可持续课程以增加家庭医学住院医师的学术活动。
DOI：
10.22454/fammed.2019.906164
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发表时间：
2019
期刊：
影响因子：
1.9
通讯作者：
Dustin K Smith
中科院分区：
文献类型：
--
作者：
Sajeewane M Seales;Robert P. Lennon;Kristian E Sanchack;Dustin K Smith
背景和目标
学术活动 (SA) 是研究生医学教育认证委员会 (ACGME) 对家庭医学住院医师项目的要求。让居民参与学术活动可能具有挑战性。 2010 年，海军医院杰克逊维尔家庭医学住院医师 (NHJ FMR) 项目开创了一项研究课程，极大地提高了住院医师 SA 的产出。本研究的目的是确定这种产出是否会随着时间的推移而持续。
方法
对 2012-2013 学年至 2016-2017 学年期间 NHJ FMR 项目的住院 SA 进行了回顾性记录审查 (N=185)。 2010-2012学年实施了以下研究课程干预措施：教师研究协调员职位、学术活动积分系统和同行驱动的常驻研究协调员职位。 SA产出是根据每年的居民项目总数和每年的“优质项目”或同行评审项目来计算的。回归分析和 Mann-Whitney U 检验测试了非参数组比较。
结果
居民每年的优质项目数量从2012-2013学年的0.34个增加到2016-2017学年的1.05个。随着时间的推移，每名居民每年的优质项目呈现出统计上显着的增长（F(1,9)-18.98，P<.005，R2 为 0.6784）。将干预前年份与干预后年份进行比较时，每位居民的平均质量项目具有统计显着性 (P<.005)。
结论
该课程模式强调独特且可靠的可持续干预措施，以增加可在任何住院医师项目中实施的学术产出。尽管驻地研究协调员每年都会更替，但干预后的 5 年里，SA 的数量和质量有所提高。这项研究展示了居民驱动的文化变革，值得未来研究其他项目的适应性。
BACKGROUND AND OBJECTIVES
Scholarly activity (SA) is an Accreditation Council for Graduate Medical Education (ACGME) requirement for family medicine residency programs. Engaging residents in scholarly activity can be challenging. In 2010, the Naval Hospital Jacksonville Family Medicine Residency (NHJ FMR) program pioneered a research curriculum that dramatically increased resident SA output. The purpose of this study was to determine whether this output sustained over time.
METHODS
A retrospective records review was performed on resident SA at the NHJ FMR program between academic years 2012-2013 to 2016-2017 (N=185). The following research curriculum interventions were implemented over academic years 2010-2012: a faculty research coordinator position, a scholarly activity point system, and a peer-driven resident research coordinator position. SA output was calculated based on total resident projects per year and "quality projects" or peer-reviewed projects per year. Regression analysis and Mann-Whitney U test tested nonparametric group comparisons.
RESULTS
The number of quality projects per resident per year increased from 0.34 in 2012-2013 to 1.05 in the 2016-2017 academic year. The quality projects per resident per year demonstrated a statistically significant increase over time (F(1,9)-18.98, P<.005, R2 of 0.6784). When comparing preintervention years to postintervention years the average quality projects per resident was statistically significant (P<.005).
CONCLUSIONS
This curriculum model emphasizes unique and reliably sustainable interventions to increase scholarly output that can be implemented at any residency program. SA volume and quality increased over 5 postintervention years despite annual resident research coordinator turnover. This research demonstrates a resident-driven culture change that warrants future research on adaptability to other programs.