Remodeling Resident Research: A Qualitative Study of Emergency Medicine Residents Who Struggled to Complete Their Scholarly Project
Ridhima Ghei, Jeremy Shin, Lynn Jiang, Jaime Jordan, Keith WillnerABSTRACT
Objectives
The scholarly activity requirement by the Accreditation Council for Graduate Medical Education (ACGME) is broadly defined and variably applied by residency programs. The scholarly productivity of trainees is variable and it is unknown why some may struggle to meet this requirement. This study aims to explore the perspectives of residents who struggled in completing scholarship during residency.
Methods
We performed a qualitative study using a constructivist paradigm and conducted semi‐structured interviews at four ACGME‐accredited emergency medicine residency programs. The programs reflect diverse locations and training formats. We invited residents who self‐identified as struggling with scholarship. Two researchers independently performed a content analysis of interview transcripts. We resolved discrepancies through in‐depth discussion and negotiated consensus.
Results
We interviewed 13 residents (6 Male and 7 Female; median age 31; 7 PGY‐3, 3 PGY‐4, 3 post‐graduation). Many participated in scholarship before residency. We identified three major themes: barriers/challenges to scholarly activity, recommendations to programs to support residents in scholarly work, and strategies for residents to mitigate challenges. Challenges to scholarly activity included lack of understanding of the scholarly project requirement, lack of time, lack of perceived value, and mentorship challenges. Participants recommended programs set clear expectations, provide infrastructure, and facilitate high‐quality mentorship, including a faculty champion. Participants advised residents to start the project early, seek out good mentorship, and find a meaningful, but simple, project.
Conclusions
Our study reveals that even residents with prior experience can struggle with scholarship and we identified multiple barriers trainees face. Strategically investing in infrastructure, clarifying expectations, and prioritizing mentorship represents an actionable roadmap that may transform the scholarly project from a burdensome requirement into a meaningful educational opportunity.