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
