395 INCREASING RESIDENT RESEARCH PRODUCTIVITY WITH THE AID OF A SCHOLARLY ACTIVITY COORDINATOR.
Notice bibliographique
Résumé
<h3>Background</h3> Research is encouraged as part of residency in Royal College training programs. However, resident productivity in this area is highly variable. We report our experience of supporting scholarly activities of residents by the provision of a scholarly activity coordinator (SAC). The SAC role includes identifying and promoting resident involvement in research and supporting residents in preparing research results for scholarly presentation. The SAC is involved in facilitating literature searches, developing research questions, designing ethical protocol forms, assisting with statistical analyses, and maintaining necessary timelines to ensure that projects are conducted efficiently. Within a first-year rotation, the department also provided the residents with protective time, with the SAC and faculty, in order to explore research opportunities and to develop basic expertise. In addition, residents were encouraged and granted the opportunity to take research elective time each year throughout their residency training (to a maximum of 6 months). Our research question addressed the impact of the SAC on research endeavor by our residents. <h3>Method</h3> We retroactively reviewed data from the Royal College program review documents of January 2001 (prior to SAC being in place) and of October 2004 (following 30 months with a SAC) in regards to the following criteria: peer-reviewed publications, published abstracts for presentation at meetings, grants submitted, and grants funded. <h3>Results</h3> From 2001 to 2004, the number of published abstracts increased from 35 to 106, the number of grants submitted increased from 8 to 14, and the number of grants funded increased from 4 to 10. The number of peer-reviewed publications remained essentially stable with 54 in 2001 and 42 in 2004. <h3>Discussion</h3> We are the first residency program to publish the impact of a SAC on resident research activities. Our data indicate that the employment of a SAC results in increased productivity and a better success rate in obtaining research funding. Residents identify a greater sense of comfort and ability in participating in research and in the presentation of results at scientific meetings. We anticipate the increase in the number of published abstracts will lead to an increase in the number of paper submissions to peer-reviewed publications. Income from foreign residents training in Canadian residency programs could potentially generate funding for a SAC position. In terms of the University of British Columbia Pediatrics program, the SAC position has become a key component in the promotion of resident research. We recommend that the expertise of a SAC be available in all residency programs.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,027 | 0,150 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,000 | 0,005 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».