Literature DB >> 34938395

Barriers to effective research supervision in clinical specialist training: Experience from a medical school in Malaysia.

Yew Kong Lee1, Chirk Jenn Ng2, Joong Hiong Sim3, Amira Firdaus4, Chan Choong Foong5, Wei Han Hong6, Junedah Sanusi7, Adrian Jia Hwa Lim8, Christopher Chiong Meng Boey9.   

Abstract

INTRODUCTION: A compulsory research component is becoming increasingly common for clinical residents. However, integrating research into a busy clinical training schedule can be challenging. This study aimed to explore barriers to research supervision in specialist training programmes from the perspectives of clinical supervisors and trainees at a Malaysian university hospital.
METHODS: Qualitative interviews and focus group discussions were conducted (December 2016 to July 2017) with clinical supervisors (n=11) and clinical trainees (n=26) utilising a topic guide exploring institutional guidelines, research culture and supervisor-student roles. Interviews were transcribed verbatim and analysed thematically to identify barriers to research supervision.
RESULTS: Supervisors and trainees from 11 out of 18 departments participated. Both clinical supervisors and trainees struggled to successfully integrate a compulsory research component into residency training. Among the reasons identified included a lack of supervisory access due to the nature of clinical rotations and placements, clashing training priorities (clinical vs research) that discouraged trainees and supervisors from engaging in research, poor research expertise and experience among clinical supervisors hampering high-quality supervision, and a frustrating lack of clear standards between the various parties involved in research guidance and examination.
CONCLUSION: Both clinical supervisors and trainees struggled to successfully integrate a compulsory research component into residency training. This was not only an issue of resource limitation since questions regarding clinical priorities and unclear research standards emerged. Thus, institutional coordinators need to set clear standards and provide adequate training to make research meaningful and achievable for busy clinical supervisors and trainees. © Academy of Family Physicians of Malaysia.

Entities:  

Keywords:  Supervision; graduate medical education; research

Year:  2021        PMID: 34938395      PMCID: PMC8680945          DOI: 10.51866/oa1222

Source DB:  PubMed          Journal:  Malays Fam Physician        ISSN: 1985-2274


  13 in total

1.  Family medicine residents’ barriers to conducting scholarly work.

Authors:  Femi Bammeke; Clare Liddy; Matthew Hogel; Douglas Archibald; Ziad Chaar; Robin MacLaren
Journal:  Can Fam Physician       Date:  2015-09       Impact factor: 3.275

2.  Postgraduate medical education and specialist training in Singapore.

Authors:  C H Chew; Y C Chee
Journal:  Ann Acad Med Singapore       Date:  2005-07       Impact factor: 2.473

3.  Thesis during MD: must or bust?

Authors:  S K Kabra; I C Verma
Journal:  Indian J Pediatr       Date:  2007-09       Impact factor: 1.967

4.  Residents' and program directors' attitudes toward research during anesthesiology training: a Canadian perspective.

Authors:  Lisa C Silcox; Ted L Ashbury; Elizabeth G VanDenKerkhof; Brian Milne
Journal:  Anesth Analg       Date:  2006-03       Impact factor: 5.108

5.  Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83.

Authors:  David C M Taylor; Hossam Hamdy
Journal:  Med Teach       Date:  2013-09-04       Impact factor: 3.650

6.  Supervisory needs of research doctoral students in a university teaching hospital setting.

Authors:  Patrina Hy Caldwell; Wendy Oldmeadow; Cheryl A Jones
Journal:  J Paediatr Child Health       Date:  2012-08-16       Impact factor: 1.954

7.  The Difference a Year Can Make: Academic Productivity of Residents in 5 vs 6-Year Urology Programs.

Authors:  Julia B Finkelstein; Jason P Van Batavia; James S Rosoff
Journal:  Urology       Date:  2015-07-21       Impact factor: 2.649

8.  A Program to Support Scholarship During Internal Medicine Residency Training: Impact on Academic Productivity and Resident Experiences.

Authors:  Andrea E Carter; Timothy S Anderson; Keri L Rodriguez; Kristina L Hruska; Shanta M Zimmer; Carla L Spagnoletti; Alison Morris; Wishwa N Kapoor; Michael J Fine
Journal:  Teach Learn Med       Date:  2019-05-07       Impact factor: 2.414

9.  Meeting the Scholarly Project Requirement-Application of Scholarship Criteria beyond Research.

Authors:  Deborah Simpson; Linda Meurer; Diane Braza
Journal:  J Grad Med Educ       Date:  2012-03

10.  Avoiding the distant elephant: a model to approach the research component of specialization.

Authors:  Colleen Aldous; Damian Clarke; Jacky van Wyk; Chris Rout
Journal:  BMC Med Educ       Date:  2016-05-14       Impact factor: 2.463

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