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Canadian Respiratory Journal
Volume 2016 (2016), Article ID 9795739, 8 pages
Research Article

The Development of a Critical Care Resident Research Curriculum: A Needs Assessment

1Department of Pediatrics, 2888 Shaganappi Trail NW, Calgary, AB, Canada T3B 6A8
2Children’s Hospital of Eastern Ontario, 401 Smyth Road, Room 3446, Ottawa, ON, Canada K1H 8L1
3Sunnybrook Health Sciences Centre, 2075 Bayview Avenue, Room D108, Toronto, ON, Canada M4N 3M5
4Division of Critical Care, Department of Pediatrics, Montreal Children’s Hospital, 1001 Decarie Boulevard, Room B06.3834.2, Montreal, QC, Canada H4A 3J1
5Neuroscience and Mental Health Research Program, Hospital for Sick Children Research Institute, 555 University Avenue, Toronto, ON, Canada M5G 1X8
6Section of Critical Care, Department of Pediatrics, Alberta Children’s Hospital, 2888 Shaganappi Trail NW, Calgary, AB, Canada T3B 6A8
7Centre de Recherche du CHUM, Tour Viger, 900 rue Saint-Denis, Room R04-470, Montreal, QC, Canada H2X 0A9

Received 19 October 2015; Revised 13 April 2016; Accepted 19 May 2016

Academic Editor: Jack Kastelik

Copyright © 2016 Sangeeta Jain et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.


Background. Conducting research is expected from many clinicians’ professional profile, yet many do not have advanced research degrees. Research training during residency is variable amongst institutions and research education needs of trainees are not well understood. Objective. To understand needs of critical care trainees regarding research education. Methods. Canadian critical care trainees, new critical care faculty, program directors, and research coordinators were surveyed regarding research training, research expectations, and support within their programs. Results. Critical care trainees and junior faculty members highlighted many gaps in research knowledge and skills. In contrast, critical care program directors felt that trainees were prepared to undertake research careers. Major differences in opinion amongst program directors and other respondent groups exist regarding preparation for designing a study, navigating research ethics board applications, and managing a research budget. Conclusion. We demonstrated that Canadian critical care trainees and junior faculty reported gaps in knowledge in all areas of research. There was disagreement amongst trainees, junior faculty, research coordinators, and program directors regarding learning needs. Results from this needs assessment will be used to help redesign the education program of the Canadian Critical Care Trials Group to complement local research training offered for critical care trainees.