Invited Commentary

Commentary on “Evaluation of a Points-Based Scholarly Activity Policy in Internal Medicine”

Authors: Kelley N. Wachsberg, MD, MS

Abstract

The importance of research training in internal medicine residency programs has long been recognized. In 1994, the Accreditation Council for Graduate Medical Education (ACGME) implemented a scholarly activity requirement.1 Since that time, residency programs have worked to find a formula for success in resident research training. To accomplish this, programs have dedicated curricula and funding to research practices, promoted mentorship, provided time, and offered incentives. Although many of these practices increase publication rates, was this what the ACGME envisioned when creating its mandate? Are we actually producing research-literate physicians?

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References

1. Prasad V, Rho J, Selvaraj S, et al. Publication trends among internal medicine residents and graduates. Am J Med. 2012; 125: 939–944.
 
2. Alguire PC, Anderson WA, Albrecht RR, et al. Resident research in internal medicine training programs. Ann Intern Med. 1996; 124: 321–328.
 
3. Potti A, Mariani P, Saeed M, et al. Residents as researchers: expectations, requirements, and productivity. Am J Med. 2003; 115: 510–514.
 
4. Rivera JA, Levine RB, Wright SM. Completing a scholarly project during residency training. Perspectives of residents who have been successful. J Gen Intern Med. 2005; 20: 366–369.
 
5. Kolade VO, Panda M. Evaluation of a points-based scholarly activity policy in internal medicine. South Med J. 2014; 107: 24–26.