Abstract：
OBJECTIVE: To describe the characteristics of research training and scholarly activity during pediatrics residency in Canada and identify facilitators and barriers to resident scholarly activity.
METHODS: We conducted a mixed-methods, cross-sectional survey of pediatrics residents in Canada from April to June 2023. Trainees and medical education experts developed the 55-item survey, pilot tested, and distributed electronically to residents in all 17 Canadian residency programs. Responses were complemented with program-level data from pediatrics residency program directors.
RESULTS: Of 644 Canadian pediatrics residents, 230 (36%) responded. Resident respondents conducted various types of scholarly projects, including retrospective clinical study (22%), qualitative research (15%), quality improvement (13%), and medical education research (12%). Discordance between the field of career interests and primary scholarly projects was common. Among respondents, 20% had abstracts accepted at national or international conferences, and 12% had manuscripts submitted to peer-reviewed journals. Resident respondents\' self-perceived progress in their scholarly projects were discrepant from their actual progress. Key themes related to barriers and facilitators to scholarly activity included protected time for research, mentorship, and research skills training.
CONCLUSIONS: The research training and scholarly activity of pediatrics residents in Canada is variable. Establishing national standards, implementing progress monitoring mechanisms with tailored support, and offering flexible protected research time are important next steps.
METHODS: We conducted a mixed-methods, cross-sectional survey of pediatrics residents in Canada from April to June 2023. Trainees and medical education experts developed the 55-item survey, pilot tested, and distributed electronically to residents in all 17 Canadian residency programs. Responses were complemented with program-level data from pediatrics residency program directors.
RESULTS: Of 644 Canadian pediatrics residents, 230 (36%) responded. Resident respondents conducted various types of scholarly projects, including retrospective clinical study (22%), qualitative research (15%), quality improvement (13%), and medical education research (12%). Discordance between the field of career interests and primary scholarly projects was common. Among respondents, 20% had abstracts accepted at national or international conferences, and 12% had manuscripts submitted to peer-reviewed journals. Resident respondents\' self-perceived progress in their scholarly projects were discrepant from their actual progress. Key themes related to barriers and facilitators to scholarly activity included protected time for research, mentorship, and research skills training.
CONCLUSIONS: The research training and scholarly activity of pediatrics residents in Canada is variable. Establishing national standards, implementing progress monitoring mechanisms with tailored support, and offering flexible protected research time are important next steps.
摘要：
目的：描述加拿大儿科住院期间研究培训和学术活动的特征，并确定居民学术活动的促进者和障碍。
方法：我们进行了混合方法，2023年4月至6月加拿大儿科居民横断面调查。学员和医学教育专家制定了55项调查，飞行员测试,并以电子方式分发给所有17个加拿大居留计划的居民。回应得到了儿科住院医师计划主任的计划级数据的补充。
结果：在644名加拿大儿科居民中，230（36%）回答。居民受访者进行了各种类型的学术项目，包括回顾性临床研究（22%），定性研究（15%），质量改进(13%)，和医学教育研究(12%)。职业兴趣领域与主要学术项目之间的不一致现象很普遍。在受访者中，20%的人在国家或国际会议上接受了摘要，12%的人将手稿提交给同行评审的期刊。居民受访者在学术项目中的自我感知与实际进展存在差异。与学术活动的障碍和促进者相关的关键主题包括受保护的研究时间，导师,和研究技能培训。
结论：加拿大儿科居民的研究培训和学术活动是可变的。制定国家标准，在量身定制的支持下实施进度监测机制，提供灵活的受保护的研究时间是重要的下一步。
方法：我们进行了混合方法，2023年4月至6月加拿大儿科居民横断面调查。学员和医学教育专家制定了55项调查，飞行员测试,并以电子方式分发给所有17个加拿大居留计划的居民。回应得到了儿科住院医师计划主任的计划级数据的补充。
结果：在644名加拿大儿科居民中，230（36%）回答。居民受访者进行了各种类型的学术项目，包括回顾性临床研究（22%），定性研究（15%），质量改进(13%)，和医学教育研究(12%)。职业兴趣领域与主要学术项目之间的不一致现象很普遍。在受访者中，20%的人在国家或国际会议上接受了摘要，12%的人将手稿提交给同行评审的期刊。居民受访者在学术项目中的自我感知与实际进展存在差异。与学术活动的障碍和促进者相关的关键主题包括受保护的研究时间，导师,和研究技能培训。
结论：加拿大儿科居民的研究培训和学术活动是可变的。制定国家标准，在量身定制的支持下实施进度监测机制，提供灵活的受保护的研究时间是重要的下一步。
