ArticleBMC medical education2026
Impact of scholarly activities on early postgraduate medical trainees: a cross-sectional study.
Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
introductionWhile scholarly activities are considered essential for medical advancement and improved patient outcomes, the educational value and potential impact on postgraduate medical trainees' well-being has not been well studied. We examined whether clinical research experience and scholarly activity requirements during early postgraduate medical training affect trainees' competency and well-being.
methodsWe conducted a cross-sectional study of Japanese early postgraduate medical trainees (postgraduate year [PGY]1-2) recruited from hospitals participating in the General Medicine In-Training Examination (GM-ITE) in January 2024 and from teaching hospitals with scholarly activity requirements that did not participate in GM-ITE. Participants were classified into three groups based on scholarly activity experience: no scholarly activity, scholarly activity without clinical research, and scholarly activity with clinical research. The primary outcome was evidence-based medicine (EBM) competency assessed using the Japanese version of the Assessing Competency in EBM (ACE) tool. Secondary outcomes included GM-ITE scores, future scholarly activity intentions, depression symptoms, and well-being measures. Associations between scholarly activity experience and outcomes were examined using multiple regression analysis for continuous outcomes and logistic regression analysis for binary outcomes, adjusting for potential confounders; missing data were addressed using multiple imputation.
resultsAmong 1,152 participants (1,150 from GM-ITE-participating hospitals and 2 from non-participating hospitals), 656 (57.0%) reported engaging in scholarly activities during early postgraduate medical training, with 60 (9.1%) conducting clinical research. After adjusting for potential confounders, compared to trainees without scholarly activity, the difference in ACE tool scores was 0.22 points (95% confidence interval [CI]: 0.02 to 0.41) for those who engaged in scholarly activities without clinical research and 0.40 points (95% CI: -0.02 to 0.83) for those who conducted clinical research. Stratification by program requirements revealed differences of 0.34 points (95% CI: 0.09 to 0.58) for voluntary scholarly activities and 0.09 points (95% CI: -0.19 to 0.37) for required activities. Trainees who conducted clinical research or engaged in required scholarly activities showed higher odds of future academic interest (adjusted odds ratio [OR]: 2.68 [95% CI: 1.33-5.37] and 1.52 [1.02-2.25], respectively), while those who engaged in scholarly activities without clinical research or without requirements showed similar odds to the reference group (adjusted OR: 1.27 [0.97-1.68] and 1.24 [0.88-1.74], respectively) Well-being measures showed minimal differences across groups.
conclusionScholarly activities during early postgraduate medical training, whether required by programs or not, had little impact on trainees' competency and well-being. However, trainees who engaged in clinical research showed increased interest in future academic activities, suggesting the importance of establishing supportive environments for interested trainees.
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