A mixed methods analysis of barriers to and facilitators of scholarly education in orthopaedic surgery residency

期刊论文
发表日期：

2024年7月4日

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Laura J. Morrison,
Molly H. Joffe,
Aliya Kassam,
Claire Temple-Oberle,
Elizabeth Oddone Paolucci,
Prism Schneider

摘要

Introduction

Scholarship is critical to healthcare advancement yet there is a declining pool of residents choosing to incorporate scholarly work into their eventual careers. Identifying deficiencies in scholarly education is necessary to ensure that residents are engaged, motivated, and adequately supported to conduct scholarly work. This study aimed to answer the following questions: (1) What is the current state of scholarly education in orthopaedic surgery residency training programs (OSRTPs)? and (2) how and why do programs adhere to, or deviate from, best practices identified in the literature?

Methods

A convergent mixed methods study design was employed using a questionnaire and interviews to nationally sample residents and educators, respectively. The quantitative and qualitative data were collected from November 2021 to February 2022 and analyzed separately before being merged to identify themes.

Results

In total, 117 out of 328 residents (36%) from 17 OSRTPS, ranging from post-graduate year one (PGY1) to five (PGY5), responded to the questionnaire. Twelve interviews were conducted with 10 Resident Research Directors and two Program Directors. Combined analysis of the questionnaire results and the interview transcripts revealed five themes: three barriers (insufficient protected time, fragmented educational resources, and unexpected restrictions) and two facilitators (an understanding of unique learner needs and a culture of scholarship) to achieving success in scholarly education.

Discussion

A lack of protected time for scholarly work and fragmented curricular elements were identified as deficiencies in the current approach to scholarly education in orthopaedic surgery residency, while individualized programming and a 'culture of scholarship' were identified as strengths. Addressing the deficiencies and promoting the existing strengths in scholarly education in orthopaedic residency is necessary to support continuous improvement of orthopaedic patient care.