Health research methodology education in Canadian emergency medicine residency programs: A national environmental scan

Objectives: Our objective was to describe the variability of research methodology teaching among English-speaking Royal College of Physicians and Surgeons of Canada emergency medicine (RCPSC-EM) residency programs. We also aimed to identify barriers to teaching research methodology curricula. Me...

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Autores principales:	Aaron Wang, Allison Meiwald, Robert Harper, Kristine Van Aarsen, Justin Yan
Formato:	article
Lenguaje:	EN
Publicado:	Canadian Medical Education Journal 2020
Materias:	Education (General) L7-991 Medicine (General) R5-920
Acceso en línea:	https://doaj.org/article/03e2309e83e94251b99b56864849d7b4
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spelling	oai:doaj.org-article:03e2309e83e94251b99b56864849d7b42021-12-01T22:41:12ZHealth research methodology education in Canadian emergency medicine residency programs: A national environmental scan10.36834/cmej.687531923-1202https://doaj.org/article/03e2309e83e94251b99b56864849d7b42020-05-01T00:00:00Zhttps://journalhosting.ucalgary.ca/index.php/cmej/article/view/68753https://doaj.org/toc/1923-1202 Objectives: Our objective was to describe the variability of research methodology teaching among English-speaking Royal College of Physicians and Surgeons of Canada emergency medicine (RCPSC-EM) residency programs. We also aimed to identify barriers to teaching research methodology curricula. Methods: An electronic survey was sent by email to program directors and residents of English-speaking RCPSC-EM training programs countrywide. Reminder emails were sent after 2, 4, and 8 weeks. Quantitative, descriptive statistics were prepared, and qualitative data and themes were identified. Results: We received a total of 7 responses from the possible 12 program directors (response rate = 58.3%). Out of 354 potential resident respondents, 82 (23.2%) completed the survey. There was disparity between resident and program director responses with respect to the existence of curricula, preparation for Royal College exams, and usefulness for future practice. Barriers to teaching a research methodologies curriculum included lack of time, support, educated faculty, and finances. Conclusion: This survey demonstrates that Canadian EM residency programs vary with respect to research methodology curriculum, and discrepancies exist between residents’ and program directors’ perceptions of the curriculum. Given the lack of a standardized research methodology curriculum for these programs, there is an opportunity to improve training in research methodology. Aaron WangAllison MeiwaldRobert HarperKristine Van AarsenJustin YanCanadian Medical Education JournalarticleEducation (General)L7-991Medicine (General)R5-920ENCanadian Medical Education Journal, Vol 11, Iss 5 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Education (General) L7-991 Medicine (General) R5-920
spellingShingle	Education (General) L7-991 Medicine (General) R5-920 Aaron Wang Allison Meiwald Robert Harper Kristine Van Aarsen Justin Yan Health research methodology education in Canadian emergency medicine residency programs: A national environmental scan
description	Objectives: Our objective was to describe the variability of research methodology teaching among English-speaking Royal College of Physicians and Surgeons of Canada emergency medicine (RCPSC-EM) residency programs. We also aimed to identify barriers to teaching research methodology curricula. Methods: An electronic survey was sent by email to program directors and residents of English-speaking RCPSC-EM training programs countrywide. Reminder emails were sent after 2, 4, and 8 weeks. Quantitative, descriptive statistics were prepared, and qualitative data and themes were identified. Results: We received a total of 7 responses from the possible 12 program directors (response rate = 58.3%). Out of 354 potential resident respondents, 82 (23.2%) completed the survey. There was disparity between resident and program director responses with respect to the existence of curricula, preparation for Royal College exams, and usefulness for future practice. Barriers to teaching a research methodologies curriculum included lack of time, support, educated faculty, and finances. Conclusion: This survey demonstrates that Canadian EM residency programs vary with respect to research methodology curriculum, and discrepancies exist between residents’ and program directors’ perceptions of the curriculum. Given the lack of a standardized research methodology curriculum for these programs, there is an opportunity to improve training in research methodology.
format	article
author	Aaron Wang Allison Meiwald Robert Harper Kristine Van Aarsen Justin Yan
author_facet	Aaron Wang Allison Meiwald Robert Harper Kristine Van Aarsen Justin Yan
author_sort	Aaron Wang
title	Health research methodology education in Canadian emergency medicine residency programs: A national environmental scan
title_short	Health research methodology education in Canadian emergency medicine residency programs: A national environmental scan
title_full	Health research methodology education in Canadian emergency medicine residency programs: A national environmental scan
title_fullStr	Health research methodology education in Canadian emergency medicine residency programs: A national environmental scan
title_full_unstemmed	Health research methodology education in Canadian emergency medicine residency programs: A national environmental scan
title_sort	health research methodology education in canadian emergency medicine residency programs: a national environmental scan
publisher	Canadian Medical Education Journal
publishDate	2020
url	https://doaj.org/article/03e2309e83e94251b99b56864849d7b4
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Health research methodology education in Canadian emergency medicine residency programs: A national environmental scan

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