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Abstract

Purpose

United States Ophthalmology Residency programs employ many strategies to foster resident academic productivity. The present study assesses the efficacy of these initiatives in promoting research engagement.

Methods 

A 19-question electronic survey was administered to current PGY2 - PGY4 U.S. ophthalmology residents. Primary outcome measures included peer-reviewed publications and national conference presentations while in residency.

Results 

Eighty-one ophthalmology residents completed the survey, including trainees across all ages, genders, and regions. Of respondents, 34.5% reported allocated research time, 96.3% a required research project, 32.1% a research mentor, and 27.1% a formal research curriculum. Only 7% of respondents had not yet published in residency, while the majority authored one (42%) or 2-3 (30%) peer reviewed publications. Predictors for PRPs included PGY year (p = 0.003), pre-residency PRPs (p = 0.018), required research presentation or project (p = 0.05) and post-residency plans to pursue an academic career track (p = 0.036). When excluding case reports, none of the variables were associated with increased academic productivity. A majority (79%) of respondents presented at a national conference during residency. Only pre-residency PRPs predicted national conference participation (p = 0.005). Program allotment of dedicated research time, research mentorship and lecture curriculum did not correlate with an increase in productivity.

Conclusions 

The study herein suggests that PGY year, pre-residency PRPs, research project requirements and academic career aspirations predict increased research productivity; however, dedicated research time, assigned research mentors, and research curriculums do not. These findings may be considered by ophthalmology residency programs when developing curricula to promote academic productivity.

Received Date

14-Jan-2024

Accepted Date

26-Aug-2024

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