Attitudes and training of research fellows in surgery: national questionnaire survey

A national survey of attitudes to research in Scottish General Surgery Trainees

INTRODUCTION

Given the importance placed on awareness and participation in research by Speciality and Training organisations, we sought to survey Scottish trainee attitudes to exposure to research practice during training and research in or out of programme.

METHODS

An online survey was distributed to core and specialist trainees in general surgery in Scotland.

RESULTS

Over a 4-month period, 108 trainees (75 ST/SPRs and 33 CTs) completed the survey. In their current post, most were aware of ongoing research projects (77%) and 55% were aware of trial recruitment. Only 47% attend regular journal clubs. Most believe that they are expected to present (89%) and publish (82%) during training. Most (59%) thought that participation in research is well supported. 57% were advised to undertake time out of programme research, mostly by consultants (48%) and training committee (36%). Of the 57 with time out of programme research experience, most did so in early training (37%) or between ST3-5 (47%). 28 out of the 36 (78%) without a national training number secured one after starting research. Most undertook research in a local academic unit (80%) funded by small grants (47%) or internally (33%). Most research (69%) was clinically orientated (13/55 clinical, 25/55 translational). 56% of those completing time out of programme research obtained an MD or PhD. About 91% thought that research was relevant to a surgical career.

CONCLUSIONS

Most trainees believe that research is an important part of training. Generally, most trainees are exposed to research practices including trial recruitment. However, <50% attend regular journal clubs, a pertinent point, given the current 'exit exam' includes the assessment of critical appraisal skills.

Academic training schemes reviewed: implications for the future development of our researchers and educators

CONTEXT

There is an international crisis in academic medicine: numbers of academics are low; there is a split between teaching and research, and career progression is poorly defined. In the UK, academic career pathways have recently been reformed, but there is little readily accessible information on what a high-quality academic training scheme might comprise.

METHODS

I conducted a wide review of medical and bio-psychosocial databases, coupled with a search of the grey literature.

RESULTS

The review suggests both widespread support for training in research and dissatisfaction with training schemes. Insufficient training time is a major issue. High-quality supervision is crucial, with clear goals and expectations for research fellows. Structured training seems to be helpful, as is financial, administrative and statistical support. However, the vast majority of studies give a broad overview or opinion, or report the superficial results of questionnaire surveys. The focus is on research training; teaching is ignored.

CONCLUSIONS

Although there appears to be broad agreement on a number of issues, the literature lacks sufficient depth, and little is known about factors that contribute to effective academic training schemes. Schemes must be studied in depth to determine what makes them successful, in order to ensure the future of teaching and research.

Research jobs: how good is the training?

OBJECTIVES

To determine if a period in a research job improves confidence in research skills and to assess the quality of research training.

DESIGN AND SETTING

A questionnaire was designed and piloted to assess the content, structure and process of research training.

POPULATION/SAMPLE

All individuals who had passed MRCOG in the five years prior to 1999 and were residents of England or Wales.

METHODS

Confidence scores were compared between those with and those without research experience. The availability and value of differing strategies for research training were compared.

MAIN OUTCOME MEASURES

Confidence in research skills and attitudes to training.

RESULTS

Of the 532 usable questionnaires returned, 226 respondents had done or were doing research and these individuals had higher confidence on a variety of research skills than those with no experience of a formal research job. Confidence was patchy with less than 50% feeling confident at assessing bias in a case-controlled study, understanding the statistics used in a paper or assessing the power of a study. Of those who had done research, 50% or less felt their training had been good or excellent in any area. Self-directed learning and discussion with peers were felt to be the most useful strategies for research training. Short intensive courses were not available for many respondents, but were felt to be useful.

CONCLUSION

The high levels of dissatisfaction with the training in key skills required for research suggests that there is a need for a system for recognition of research posts. Reform of training in the research job should build on the current strength of encouraging self-directed learning.

Attitudes to research and research training among ophthalmologists and ophthalmology trainees in New Zealand

PURPOSE

To determine the attitudes to research and research training among ophthalmologists and ophthalmology trainees in New Zealand.

METHODS

A structured, self-administered questionnaire was devised and after preliminary validation a postal survey was sent to all ophthalmologists and ophthalmology registrars and fellows in New Zealand.

RESULTS

A total of 82 replies were received from 115 questionnaires sent out; a response rate of 71.3%. An overwhelming majority found research to have benefited their education, clinical practice and career; 67.1% of the respondents intended to do research in the future. Although a majority (56.4%) felt research to be beneficial to ophthalmology training, 42.3% felt research would be of limited or no benefit when selecting candidates for vocational training. However, 97.5% of respondents felt that ophthalmology trainees should undertake some form of research during training, with most supporting small studies or case reports (44.4%) or a short structured training course in research (42.0%). Interestingly, 86.6% felt that research methodology and data analysis should be taught in a structured fashion with most supporting courses or seminars of a few weeks duration during the vocational training period. Many ophthalmologists felt inadequately equipped or trained to mentor and supervise trainees undertaking research and 41.5% of consultant ophthalmologists felt further training to fulfil this role would be beneficial.

CONCLUSIONS

This survey suggests that New Zealand ophthalmologists generally approve of and support a place for research, possibly of a more structured design, during ophthalmology training.