ArticleJournal of graduate medical education2015
Teaching Lifelong Research Skills in Residency: Implementation and Outcome of a Systematic Review and Meta-Analysis Course.
Article in Journal of graduate medical education, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 8 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
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Who cites it
8 citing papers in PubMed.
- Educator's Blueprint: Optimizing the Resident Research Experience.AEM education and training · 2026Article
- Research Literacy in Residency: Development, Implementation, and Outcomes for the Psychiatry Research Methods and Scholarship (PReMS) Curriculum.Academic psychiatry : the journal of the American Association of Directors of Psychiatric Residency Training and the Association for Academic Psychiatry · 2026Article
- Towards researcher physicians in Palestine: resident doctors' perceptions, practices, and barriers.BMC medical education · 2025Article
- Assessing research competency development in Canadian psychiatry residency programs: A systematic review and future directions.SAGE open medicine · 2023Review
- Improving ondansetron use and oral rehydration instructions for pediatric acute gastroenteritis.BMJ open quality · 2022Article
- Graduate student confidence following a for-credit systematic review course pilot.Journal of the Medical Library Association : JMLA · 2021Article
- Residents Take the Lead: A Modern Collaborative Approach to Research During Residency.Advances in medical education and practice · 2020Article
- The hidden benefits of helping students with systematic reviews.Journal of the Medical Library Association : JMLA · 2018Article
Corrections and comments
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Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThere is rising concern that fundamental scientific principles critical to lifelong learning and scientific literacy are not sufficiently addressed during residency.
objectiveWe describe the development, implementation, and evaluation of a systematic review and meta-analysis course designed to improve residents' research literacy.
interventionWe developed and implemented a novel, interactive, web-enhanced course for third-year psychiatry residents to provide the theoretical and methodological tools for conducting and reporting systematic reviews and meta-analyses. The course is based on Bloom's learning model, and established criteria for reporting systematic reviews and meta-analyses. Eight sequential learning objectives were linked to 8 well-specified assignments, with the objectives designed to build on one another and lead to the creation of a scientific manuscript.
resultsFrom 2010-2014, 54 third-year psychiatry residents (19 unique groups) successfully completed the course as part of a graduation requirement. The majority rated the course as being good or very good, and participants reported a statistically significant increase in their confidence to conduct systematic reviews (χ(2) = 23.3, P < .05) and meta-analyses (Fisher exact test, P < .05). Estimated total dedicated resident and faculty time over a period of 36 weeks was 36 to 72 hours and 60 hours, respectively. Residents' academic productivity included 11 conference presentations and 4 peer-reviewed published manuscripts, with 2 residents who were awarded honors for their projects.
conclusionsA formal training course in systematic reviews and meta-analyses offers a valuable learning experience, which enhances residents' research skills and academic productivity in a feasible and sustainable approach.
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