Professional recruitment for the residency program support study "Faculty Support for Psychiatry Residency Education"

Hello,

My colleagues and I are conducting a study titled, “Faculty Support for Psychiatry Residency Education.” This study is regarding residency program support (e.g., compensation, protected time) for contributions made by psychiatrists and psychologists to U.S. psychiatry residency education. We aim to gather generalizable knowledge regarding support for faculty involvement in psychiatry residency training, and to examine perceived adequacy, as well as similarities and differences across faculty disciplines.

We are recruiting psychiatrists and psychologists, aged 18 and older, currently involved in at least one educational role (e.g., supervision, teaching, mentoring) in ACGME-accredited U.S. psychiatry residency programs. Participants will be asked to complete a survey that is approximately 10 minutes in length, and will include questions regarding demographic information, residency program/departmental characteristics, compensation for contributions to the associated residency program, and perceptions of such compensation.

Participants can skip any survey questions they do not wish to answer and/or discontinue participation at any time. No identifying information will be collected through the main survey. Risks of participation are minimal. There is no direct compensation for participation; however, participants have the option of receiving a summary of findings from the study. Should participants opt to receive a summary of findings, they may enter their email address into a separate survey link. Email addresses will be maintained separately from the research data and will not be used to identify individual survey responses.

This study has been determined to meet criteria for exemption from IRB review by the UConn Health Human Subjects Protection Project (IRB # 26X-310-2).
View the study information and surveyopens in new window.

We appreciate you sharing this information with other psychiatrists and psychologists who may contribute to education in psychiatry residency training programs. We are hopeful that this research will contribute to meaningful knowledge regarding compensation for education provided to psychiatry residents made by psychiatry and psychology faculty. In the future, this knowledge may inform recommendations for sustainable practices for residency programs and faculty.