PRP113: Integration of a curriculum to improve engagement in scholarly activity across family medicine residencies at Penn State

Jessica Parascando; Susan Veldheer, RD, DEd; Jennifer Moss, PhD; Siddhartha Roy, DrPH, MPH; Tamara Oser, MD; Christina Scartozzi, DO


Context: Prior to graduation, all residents are required by the ACGME to complete two scholarly activities (SAs) which make a knowledge contribution to the discipline of Family Medicine. Programs that have more faculty involvement and a strong, supportive infrastructure are more successful in SA and faculty who are formally trained in research methods and design are uniquely suited to facilitate training and assist with the completion of SAs. The integration of one-on-one mentor sessions and the provision of protected time to work on projects can also encourage residents to take ownership of their projects rather than simply completing a graduation requirement. Objective: To implement a curriculum incorporating a combination of didactics and workshops and increased mentorship for first-year residents. To evaluate SA motivation, skill level, importance of skills, and confidence pre/post curriculum. Study Design: Quasi-experimental trial. Setting: Family and Community Medicine (FCM) residency programs at Penn State. Population studied: First year residents in FCM residency programs: Hershey, State College and Penn State Health St. Joseph (n=21). Intervention/Instrument: The curriculum includes: a welcome session, mid-year abstract check-in, combination of workshops and didactic sessions, and a poster presentation. Residents completed the pre-curriculum survey online via REDCap. Post-curriculum surveys will be sent following the June poster session. Results: A total of 18 residents completed the pre-survey (response rate=85.7%; n=9 females). Overall, residents rated research skills as important, but did not rate their own skill level as high for any skill category. Only 11% of respondents believed that writing a manuscript was important, 94% believed that understanding a research article was important, but only 28% felt confident doing so. Similarly, 61% said scholarly activity was important, but only 33% felt confident doing it. When asked about general outlook on research, 50% had a favorable outlook. The majority mentioned time and lack of mentorship as a barrier to SAs. Outcomes to be Reported: We anticipate that post-curriculum, residents will self-report higher research-related skills, confidence, and motivation, and greater interest in working in academic medicine. We also anticipate that the inclusion of one-on-one mentor sessions will alleviate barriers to SAs, such as lack of time and guidance.
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Tim Riley

Thank you for taking on the challenge of facilitating scholarly activity with busy residents. These are interesting results with self-reported skills, confidence, and motivation all increasing, while perceived importance of scholarly activity skill decreased. I would be curious regarding whether this discrepancy remains if the post-survey response rate increases, and if the N of the survey increases. The fact that motivation and confidence increased is great to see! Strong work!

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