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CC BY-NC-ND 4.0 · Journal of Academic Ophthalmology 2017; 09(01): e1-e6
DOI: 10.1055/s-0037-1599078
Research Article
Thieme Medical Publishers 333 Seventh Avenue, New York, NY 10001, USA.

Impact of a Dedicated Research Rotation during Ophthalmology Residency

Nita G. Valikodath
1   Department of Ophthalmology and Visual Sciences, University of Michigan Medical School, W. K. Kellogg Eye Center, Ann Arbor, Michigan
,
Blake V. Fausett
1   Department of Ophthalmology and Visual Sciences, University of Michigan Medical School, W. K. Kellogg Eye Center, Ann Arbor, Michigan
2   Cincinnati Eye Institute, University of Cincinnati School of Medicine, Cincinnati, Ohio
,
Gale A. Oren
1   Department of Ophthalmology and Visual Sciences, University of Michigan Medical School, W. K. Kellogg Eye Center, Ann Arbor, Michigan
,
Katherine Whitney
1   Department of Ophthalmology and Visual Sciences, University of Michigan Medical School, W. K. Kellogg Eye Center, Ann Arbor, Michigan
,
Maria A. Woodward
1   Department of Ophthalmology and Visual Sciences, University of Michigan Medical School, W. K. Kellogg Eye Center, Ann Arbor, Michigan
3   Institute for Healthcare Policy and Innovation, University of Michigan, Ann Arbor, Michigan
,
Shahzad I. Mian
1   Department of Ophthalmology and Visual Sciences, University of Michigan Medical School, W. K. Kellogg Eye Center, Ann Arbor, Michigan
› Author Affiliations
Further Information

Publication History

29 August 2016

02 December 2016

Publication Date:
16 May 2017 (online)

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Abstract

Background The Accreditation Council for Graduate Medical Education (ACGME) requires that ophthalmology residents participate in scholarly activity during residency. However, residents lack protected time for research.

Objective This article aims to determine the impact of a dedicated research rotation on scholarly productivity and research experience during residency.

Methods This cohort study compared two groups of ophthalmology residents. Residents who graduated between 2004 and 2009 did not have dedicated research time and served as control residents (CR), while residents who graduated between 2010 and 2015 had a dedicated research rotation and served as the intervention group (research residents, RR). Primary outcomes included publications and presentations recorded over a 4-year period, spanning the 3 years of residency and the first year after graduation. These were analyzed by linear regression and t-tests. Residents also took surveys regarding research experience and chi-squared tests and logistic regression were used to compare these results.

Results The RR had 0.97 more publications and 1.3 more presentations compared with the CR after adjusting for PhD status, pre-residency publications and presentations, age at graduation, gender, and race (p = 0.09 and p = 0.02, respectively). RR had higher odds of reporting adequate time to complete research (odds ratio [OR] = 13.11, 95% confidence interval [CI]: 3.58–48.03, p < 0.001) and satisfaction with their research experience (OR = 6.96, 95% CI = 2.104–23.053, p = 0.002).

Conclusion Residents with a research rotation had more time to complete research, were more satisfied with their research experience, and generated more publications and presentations compared with residents without the research rotation. A research rotation can help meet ACGME requirements and help residents achieve greater scholarly activity.

Keywords

research rotation - scholarly activity - residency training - medical education
 

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