The importance of research in clinical training

1. The importance of research in clinical training Prof Stephen J Wigmore

2. The null hypothesis • Clinical training without research has as much value as clinical training with research

3. The Medical Educationalist View • Everything we know now, everything that we can do, everything that medicine has to offer in the way of improving health is based on research. ………………….. Those who imagine that we can get along without supporting medical research are deluding themselves. • Relman AS J SocRes Admin 1989

4. What is research? • Medical research is an enterprise that is carried out in many kinds of institutions by many kinds of people, with various kinds of support.

5. It is not restricted by location • Important research is done in • academic institutions, • government institutions, • independent research institutions.

6. Or by process • Regardless of institution, the process is the same. • It begins with a question or hypothesis • Experiments challenge this hypothesis • Conclusions are made and new questions emerge.

7. Exchange of ideas • Interesting findings are shared with colleagues and their opinions added. This may occur at a local level, Nationally or Internationally. • Journals may wish to publish findings to permit wider dissemination

8. This is the process of research and it is an integral part of modern medicine …….….it is not optional and cannot be ignored

9. What does research say about someone? • I am interested in things that aren’t known • I am interested in pushing development and innovation • I am interested in the scientific process

10. Personal and professional development • Curriculum vitae • Training fellowships selection • Clinical jobs • Etc……. MRC

11. PMETB Statement – March 2005 “PMETB strongly supports trainees who wish to obtain training in academic medicine. Such doctors are crucial to the future of British healthcare because they are so closely involved with teaching and training future generations of doctors, as well as carrying out medical research………”

12. Deterrents to academic medicine • i. lack of both a clear route of entry and a transparent career structure; • ii. lack of flexibility in the balance of clinical and academic training and in geographical mobility; and • iii. shortage of properly structured and supported posts upon completion of training.

13. Pressures for the NHS • Clinicians are under great pressure to accomplish set goals and targets, which are frequently related to process rather than outcome. • Providing education and training and performing research have not featured strongly amongst these NHS goals.

14. but the NHS supports research • The NHS is a major stakeholder and beneficiary of medical research • The NHS is a champion of research. • Problems are usually local rather than corporate.

15. Medically- and dentally-qualified academic staff – recommendations for training the researchers and educators of the future Draft report of the Academic Careers Sub-Committee of Modernising Medical Careers and the UK Clinical Research Collaboration November 2004

16. It all starts at medical school • 1. medical students must be taught by leading clinical academics so that students understand the attractions of a career in academic medicine and how to pursue this aim; • 2. the opportunity to undertake an intercalated BSc or equivalent is maintained, through the provision of scholarships and bursaries; • 3. increased opportunities are provided for some students to explore the theory and practice of education in the undergraduate curricula through appropriate programmes, special study modules / student-selected components and intercalated degrees;

17. And carries on.. • MB-PhD schemes are sustained and developed by funders allocating • studentships to approved programmes for a five-year period on a • competitive basis; • 5. MB-PhD programmes are developed in the field of education, structured if • necessary on a regional or national basis.

18. And on through clinical training…. • 6. the preferred option is for an integrated academic F2 programme which encompasses academic activities throughout the year, designed for those who show an aptitude and commitment for a research / educational career, with the following as additional opportunities; • 7. a four-month academic rotation within the F2 year, designed to offer the F2 trainee the opportunity to explore his / her potential interest in a research / educational career, delivered either as “stand-alone” or in the context of an academic F2 year; • 8. a pilot two-year integrated academic Foundation Programme targeted inpart at MB-PhD students.

19. And on….. • 9. dedicated academic training programmes are developed in departments with a critical mass and well supported by external grant programmes- this is the core proposal of this report; • 10. substantial efforts are made to develop academic training programmes in those specialties that have been subject to particular decline in their academic activity, for instance the surgical specialties, pathology, radiology, public health and psychiatry; • 11. these programmes are appointed ad personam on a Deanery basis with national oversight by a sub-committee of the UK Clinical Research Collaboration;

20. 12. appointees to these programmes are given an NTN(A) at entry; • 13. these programmes consist of two phases: the academic fellowship phase leading to a competitive externally-funded training fellowship and a higher degree and the clinical lectureship phase, leading to a Certificate of Completion of Training and providing opportunities for postdoctoral experience;

21. 15. entry to designated academic training programmes should be flexible, and open to trainees who change to an academic pathway at later points of entry; • 16. awards by research funders of research training fellowships should not be restricted to those with NTN(A)s • 17. direct entry to the Specialist Register under the auspices of the Specialis Training Authority (and its successor body PMETB) be maintained and enhanced.

22. And beyond clinical training • creation of a cohort of ‘new blood’ senior lectureship posts that are funded in partnership between and jointly owned by NHS Trusts, Universities, the UK departments of health and other research funders;

23. Protecting/ incentivizing academics • 24. clinical academics retain pay parity with their NHS counterparts; • 25. development of a clear pathway back into full time clinical practice from academia, subject to evidence of continuing good clinical performance; • 26. establishment of programmes of continuous professional development that allow further clinical training of consultant academic staff, as appropriate, for career requirements; • 27. revision of academic career progression / promotion criteria within Universities for clinical educationalists.

27. Research should form an integral part of all medical training of varying intensity but always providing opportunity and flexibility