The ACGME requires ob/gyn residents to be involved in “scholarly activities” and learn “basic principles of research.” We sought to assess ob/gyn residents' interest in research, perception of research needs and existing training structure nationally.METHODS:
An anonymous survey regarding priority of, support for, and engagement in research, was emailed to all ACGME accredited OB/Gyn residency program residents.RESULTS:
We had a 35.1% response rate, with 78% academic programs respondents, 82.8% female, and evenly distributed through years. 98% report their residency has a research requirement and 57% report research is a priority during their training. Research as a priority decreased with training year, from 64% of 1st years to 47% of 4th years (P=.1). Research as a priority correlated with presentation at a national conference (53% vs 19%, P<.01), and publication in a national journal (22% vs 9%, P<.01). It also correlated with perception of formal training in research (57% vs 34%, P<.01). Reporting that research was not a priority inversely correlated with faculty mentorship (71% vs 82%, P=.02) but positively correlated with desiring mentorship (61% vs 40%, P<.01).CONCLUSION:
Those who prioritize research are more productive. The reason is likely multifactorial and related to receptiveness to training, interest in research, time away from clinicals, and mentorship, among others. It is encouraging that those who do not report research is a priority still desire mentorship, indicating it may be possible to engage these residents in research activities if they develop a relationship with a faculty mentor.