1. IM Residents research curriculum Multiple approach for residents research education Wesam Bolkhir, MD. Academy of Medical educator candidate Assistant Professor of Medicine. Department of Internal Medicine,

2. Introduction

3. Description of the problem 1-Inadequate research education/training 2-No structured path with timeline. 3-Mentoring and Monitoring 4-Research Protected time

4. objective objective Structured multi approach training experience. approach training experience.

5. Methods  27/36 month  27/36 month  online didactic  mentoring and monitoring.  small group discussion  protected time for research.  opportunity for presentation and publication.  final grading for the research project.

10. Grading  Project (Clinical Vignette vs Research)  Project (Clinical Vignette vs Research)  Presentation  Completion of the Online lectures.  Publication

11. Discussion The potential benefits: The potential benefits: 1-Better clinical care and clinical reasoning. 1-Better clinical care and clinical reasoning. 2-Promote lifelong learning, increase intellectual curiosity and critical thinking. 2-Promote lifelong learning, increase intellectual curiosity and critical thinking. 3-Improve academic achievements at personal and community levels. 3-Improve academic achievements at personal and community levels.

12. Limitations 1- Adequate mentors: 1- Adequate mentors: 2- Research education didactic 2- Research education didactic

13. Future Development 1- Faculty development programs. 1- Faculty development programs. 2- Research education courses 2- Research education courses

14. Conclusion Resident research is beneficial and important, research curriculum is essential for promoting research a ctivity by residents. Resident research is beneficial and important, research curriculum is essential for promoting research a ctivity by residents.

15. Reference -The research rotation: competency-based structured and novel approach to research training of internal medicine residents, Kanna B, Deng C, Erickson SN, Valerio JA, Kanna BDeng CErickson SNValerio JAKanna BDeng CErickson SNValerio JA Dimitrov VDimitrov V, Soni A. Soni A Dimitrov VSoni A Department of Internal Medicine, Lincoln Medical & Mental Health Center, New York, USA. -AGGME: Internal Medicine program requirements. [http://www.acgme.org/acWebsite/irc/irc_IRCpr703.pdf].. http://www.acgme.org/acWebsite/irc/irc_IRCpr703.pdf -Beasley BW, Scrase DR, Schultz HJ: Determining the predictors of internal medicine residency accreditation: what they do (not what they say). Acad Med 2002, 77:238-46. Abramson M: Improving resident education: what does resident research really have to offer? Trans Am Acad Ophthalmol Otolaryngol 1977, 84:984-5. Hillman BJ, Fajardo LL, Witzke DB, Cardenas D, Irion M, Fulginiti JV: Factors influencing radiologists to choose research careers. Invest Radiol 1989, 24:842-8

16. Reference Rosenberg LE: Young physician-scientists: internal medicine's challenge. Ann Intern Med 2000, 133:831-2 Souba WW, Tanabe KK, Gadd MA, Smith BL, Bushman MS: Attitudes and opinions toward surgical research. A survey of surgical residents and their chairpersons, Ann Surg 1996, 223:377-83.

17. Thank you