Christy Noble1, Stephen R Billett, Dana T Y Phang, Siddharth Sharma, Fahid Hashem, Gary D Rogers. 1. C. Noble is principal medical education officer and principal research fellow (Allied Health), Gold Coast Health, senior lecturer, School of Medicine, Griffith University, senior lecturer, School of Pharmacy, University of Queensland, Queensland, Australia; ORCID: https://orcid.org/0000-0001-8763-234X. S.R. Billett is professor, Professional, Continuing, and Vocational Education, Griffith University, Queensland, Australia; ORCID: https://orcid.org/0000-0002-9926-3518. D.T.Y. Phang is intern medical officer, Gold Coast Health, and associate lecturer, School of Medicine, Griffith University, Queensland, Australia; ORCID: https://orcid.org/0000-0003-4414-2695. S. Sharma is acting director, Internal Medicine, Gold Coast Health, network training coordinator, Queensland Physician Training Network, and senior lecturer, School of Medicine, Griffith University, Queensland, Australia; ORCID: https://orcid.org/0000-0002-4975-7309. F. Hashem is staff specialist, Endocrinology, Gold Coast Health, and senior lecturer, School of Medicine, Griffith University, Queensland, Australia; ORCID: https://orcid.org/0000-0002-9870-422X. G.D. Rogers is professor of medical education, deputy head, Learning & Teaching, School of Medicine, and program lead, Interprofessional and Simulation-Based Learning, Health Institute for the Development of Education and Scholarship, Griffith University, Queensland, Australia; ORCID: https://orcid.org/0000-0003-4655-0131.
Abstract
PURPOSE: 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.
PURPOSE: 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.
Authors: Olivia King; Emma West; Sarah Lee; Kristen Glenister; Claire Quilliam; Anna Wong Shee; Hannah Beks Journal: BMC Med Educ Date: 2022-05-19 Impact factor: 3.263
Authors: Paulina Stehlik; Christy Noble; Caitlin Brandenburg; Peter Fawzy; Isaac Narouz; David Henry; Paul Glasziou Journal: BMJ Open Date: 2020-03-15 Impact factor: 2.692