G.A. Javitch4,5, J.E. Sanchez1,4,5, R.T. Ramirez1,4,5, N. Mackiewicz5, D. Amortegui5, J. Johnson4,5, K. Bilimoria2,5, Y. Hu1,3,4,5 1Northwestern University Feinberg School of Medicine, Department Of Surgery, Chicago, IL, USA 2Indiana University School Of Medicine, Department Of Surgery, Indianapolis, IN, USA 3Ann & Robert H. Lurie Children’s Hospital, Division Of Pediatric Surgery, Chicago, IL, USA 4Northwestern University Feinberg School of Medicine, Northwestern Quality Improvement, Research, & Education In Surgery (NQUIRES), Chicago, IL, USA 5Indiana University School Of Medicine, Surgical Education Numbered Trials (SENT), Indianapolis, IN, USA
Introduction:
One-third of general surgery residents take at least one year of dedicated research during training. Existing literature examines the financial impacts and career outcomes of resident engagement in research, but little is known about current residents’ perceptions of their research time and its impact at various stages of residency. We sought to qualitatively explore how research affects residents’ well-being.
Methods:
We conducted 393 semi-structured interviews and focus groups about well-being at 15 general surgery residency programs. Transcripts with content regarding research time were identified. A codebook was developed using inductive coding. Dyads independently coded transcripts using constant comparative approach with differences reconciled by consensus.
Results:
We analyzed 20 transcripts with relevant content. Residents generally had positive perceptions of their dedicated research time, but also reported additional stressors directly attributable to research in every stage of training (Table). Prior to research, residents recalled eagerly anticipating a break from surgical training. Stressors in this phase included responsibility for obtaining funding while clinically busy and contending to secure research time in programs that had limited spots. Residents described multiple benefits of research time, including the ability to moonlight for extra income and the time to pursue non-medical life goals; many intentionally planned to start families during research time. Despite having anticipated the break, some actually found it challenging to adjust to the slower pace of research (“deceleration anxiety”) due to unknown expectations prior to research. Additionally, many mentioned struggling with isolation outside of clinical training. Retrospectively, residents highlighted research’s positive impact on their fellowship applications and how it opened the door to other educational opportunities. They shared anxieties around returning to clinical training, specifically regarding having lost knowledge or skills during their time away and inability to accommodate their new lives (e.g., childcare, lactation) within the demanding schedule of residency training.
Conclusion:
Dedicated research provides both personal and professional growth. Yet it is not universally experienced as a break, as many stressors exist, particularly during the transitions between phases. One explanation may be the contrasted learning environments between clinical training and research, as residents shift from dependent to independent learners, and back again. Programs offering research time should explore ways to provide additional support to residents during the transition periods in and out of research time.