Online, asynchronous training in research for residents

Abstract

Scholarly activity is a key component of most residency programmes. To establish fundamental research skills and fill gaps within training curricula, we developed an online, asynchronous set of modules called Research 101 to introduce trainees to various topics that are germane to the conduct of research and evaluated its effectiveness in resident research education. Research 101 was utilised by residents at One Brooklyn Health in Brooklyn, NY. Resident knowledge, confidence, and satisfaction were assessed using pre- and post-module surveys with 5-point Likert scaled questions, open-ended text responses, and a multiple-choice quiz. Pre-module survey results indicated that residents were most confident with the Aligning expectations, Introduction to research, and Study design and data analysis basics modules and least confident with the Submitting an Institutional Review Board protocol and Presenting your summer research modules. Post-module survey responses demonstrated increased learning compared to pre-module results for all modules and learning objectives (p < 0.0001). “This module met my needs” was endorsed 91.4% of the time. The median score for the final quiz that consisted of 25 multiple-choice questions was 23. Thematic analysis of open-ended post-module survey responses identified multiple strengths and opportunities for improvement in course content and instructional methods. These data demonstrate that residents benefit from completion of Research 101, as post-module survey scores were significantly higher than pre-module survey scores for all modules and questions, final quiz scores were high, and open-ended responses highlighted opportunities for additional resident learning.

Keywords

• Research training
• resident
• scholarly activity
• programme evaluation
• education