A mixed methods survey of research education requirements for residents in internal medicine, neurology and transitional programs.

Abstract

Introduction: Participation in scholarly activity is an essential component and outcome metric of clinical training. Residency research education curricula have been independently developed by many institutions, however results from these programs vary.

Methods: We conducted a survey of Internal Medicine, Neurology and Transitional Residents to determine knowledge, attitudes, beliefs, and practices. Likert-style, open and closed questions were used. Results were analyzed using preference ranking, thematic analysis, descriptive statistics, and chi squared and fisher's exact test for association between categorical variables.

Results: Prior exposure to formal research opportunities in medical school significantly correlated with publication rates (OR 2.37, p = 0.022) but did not predict continued engagement in research during residency. Residents expressed confidence in critical appraisal skills but reported low confidence in statistical analysis and study design. Observational study designs, particularly chart review cohort studies, were ranked as the most desirable research focus areas, whereas outpatient and community-based research were of lower priority. Barriers to research productivity included time constraints, statistical analysis challenges, methodological concerns, and lack of mentorship.

Discussion: The findings underscore the need for structured approaches tailored to resident preferences to enhance scholarly engagement. Residents ranked observational study design and systematic reviews as their top priorities, indicating a preference for research methodologies that are practicable within residency timelines. Residency programs should enhance early mentorship, provide targeted research education, and facilitate access to statistical and methodological support to improve research productivity among trainees.