Research education in Canadian psychiatry residency programs: a survey

Ballance, Dina L. (2003) Research education in Canadian psychiatry residency programs: a survey. Masters thesis, Memorial University of Newfoundland.

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Abstract

In response to growing concern for research education, the Royal College of Physicians and Surgeons of Canada (RCPSC) now emphasizes the value of research in specialty programs. However, there remains a wide variation in how programs implement this training. This study examines how psychiatry programs are incorporating research education into their curriculums and how residents perceive this education. -- The questionnaires of Aguire and Buschbacher were combined and adapted for Canadian residency programs. The resulting survey consisted of 42 questions organized into 3 sections: demographics; opinions about resident research activity; and research curriculum. It was mailed to all 16 psychiatry program directors of the RCPSC and then to all 606 psychiatry residents. -- A response rate of 100% (16/16) was obtained for the directors. Resident research was generally agreed to be important, but only 64% (9/14) reported having an organized research curriculum. In fact, 44% (7/16) stated that no mandatory research was required at all. The minimum expectation for research activity was mostly in the form of a systematic or non-systematic literature review; however, 58% (7/12) took no action as a consequence of failing to meet this minimum. -- A response rate of only 35% was obtained for the residents. Residents felt that it was less important to participate in research and were less enthusiastic about it. Residents also felt that resident time and interest were the most important factors in making a research curriculum work, while directors believed the most· important factors were role models, research director, and an organized research curriculum. Directors consistently reported the importance of learning critical appraisal skills and performing analytical literature reviews. The residents also agreed with this. Both groups thought that critical appraisal was the most adequately taught research area and the area most often offered as mandatory teaching. Additional results of the survey are provided. -- Most programs have in place the basic elements conducive to resident research but there remains a lack of emphasis placed on its implementation. Suggestions for improving and implementing resident research education are given.

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