Decay of Competence with Extended Research Absences During Residency Training: A Scoping Review

Abstract

Purpose: A significant number of residents in postgraduate training programs pursue dedicated research training. Currently, no formal curricula exist to transition residents back into clinical roles following dedicated research leave. This scoping review aims to determine what literature exists on the challenges faced by trainees who interrupt their clinical training for extended periods of time for research leave.

Methods: The Pubmed and MEDLINE databases were searched for all study designs related to postgraduate trainees taking academic or research leave. A three-step selection process was employed to identify articles that mentioned decay of knowledge, skill or competence. A narrative review of the literature was generated to present key themes identified within the studies.

Results: The search yielded 174 articles of which five investigated resident skill decay during research leave. The five studies included for analysis were cohort studies which used general surgery residents’ self-perception and faculty members’ perception of residents’ skill decay as a measure. Residents and faculty perceived decay of residents’ technical skills, leadership skills and knowledge following dedicated research leave. The greatest decay perceived was in technical skills, specifically with more complex tasks and longer periods of non-use.

Conclusions: Residents and faculty perceive a decay of resident skills following dedicated research training. To provide the necessary support to limit this potential decay, as well as to assist in the transition back into clinical training, the needs of and challenges faced by research residents and postgraduate programs must be better understood.

Keywords: Residency training, research training, research leave, academic leave, competence decay, skill decay