rogers-supportingresidentresearch-2018.pdf (954.37 kB)
Supporting resident research learning in the workplace: A rapid realist review
journal contribution
posted on 2018-11-01, 00:00 authored by C Noble, S R Billett, D T Y Phang, S Sharma, F Hashem, Gary RogersGary RogersPurpose
Residents are increasingly expected to engage in practice-based research; however, engagement in research whilst also fulfilling clinical duties is often challenging. Evidence suggests that residents require specific developmental experiences, along with clinical practice, to become effective researchers. The authors therefore conducted a rapid realist review to explore strategies and key mechanisms supporting effective resident research activities in clinical settings. They examined relationships amongst different clinical contexts, learning mechanisms, and research engagement outcomes to provide evidence-based, theory-informed recommendations for improving resident research engagement and extending understandings of workplace learning in health care settings.
Method
In 2015–2016, the authors used a rapid realist methodology informed by workplace learning theory to review international literature published between January 2005 and December 2015. The review drew upon sources from OVID Medline, ERIC, Embase, and AustHealth. The authors screened articles for eligibility using inclusion criteria and appraised articles using realist review quality criteria.
Results
The authors included 51 articles in the review. The review process identified three key mechanisms for effective integration and support of resident research engagement, as informed by workplace learning theory: (1) opportunities to engage in practice-informed research supported by longitudinal curricula, (2) guidance by clinician–researchers, and (3) assessing residents’ research readiness and promoting their intentionality for engagement.
Conclusions
This review extends existing literature and informs workplace-based research engagement strategies for residents whilst demonstrating the applicability of workplace learning theory to improving residents’ research engagement. The authors propose a learning model to support effective resident research engagement through clinical practice.
Residents are increasingly expected to engage in practice-based research; however, engagement in research whilst also fulfilling clinical duties is often challenging. Evidence suggests that residents require specific developmental experiences, along with clinical practice, to become effective researchers. The authors therefore conducted a rapid realist review to explore strategies and key mechanisms supporting effective resident research activities in clinical settings. They examined relationships amongst different clinical contexts, learning mechanisms, and research engagement outcomes to provide evidence-based, theory-informed recommendations for improving resident research engagement and extending understandings of workplace learning in health care settings.
Method
In 2015–2016, the authors used a rapid realist methodology informed by workplace learning theory to review international literature published between January 2005 and December 2015. The review drew upon sources from OVID Medline, ERIC, Embase, and AustHealth. The authors screened articles for eligibility using inclusion criteria and appraised articles using realist review quality criteria.
Results
The authors included 51 articles in the review. The review process identified three key mechanisms for effective integration and support of resident research engagement, as informed by workplace learning theory: (1) opportunities to engage in practice-informed research supported by longitudinal curricula, (2) guidance by clinician–researchers, and (3) assessing residents’ research readiness and promoting their intentionality for engagement.
Conclusions
This review extends existing literature and informs workplace-based research engagement strategies for residents whilst demonstrating the applicability of workplace learning theory to improving residents’ research engagement. The authors propose a learning model to support effective resident research engagement through clinical practice.
History
Journal
Academic MedicineVolume
93Issue
11Pagination
1732 - 1740Publisher
Lippincott Williams & WilkinsLocation
Philadelphia, Pa.Publisher DOI
Link to full text
ISSN
1040-2446eISSN
1938-808XLanguage
engPublication classification
C1 Refereed article in a scholarly journalCopyright notice
2018, Association of American Medical CollegesUsage metrics
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No categories selectedKeywords
Social SciencesScience & TechnologyLife Sciences & BiomedicineEducation, Scientific DisciplinesHealth Care Sciences & ServicesEducation & Educational ResearchGENERAL-SURGERY RESIDENCYSCHOLARLY ACTIVITYINTERNAL-MEDICINECLINICAL-RESEARCHRESEARCH PARTICIPATIONRESEARCH PRODUCTIVITYRESEARCH REQUIREMENTSRESEARCH CURRICULUMRESEARCH COMPETENCERESEARCH-PROGRAM
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