• Tetsuro Sakai, Patricia L Karausky, Shannon L Valenti, Susan L Sandusky, Sandra C Hirsch, and Yan Xu.
• Department of Anesthesiology, University of Pittsburgh School of Medicine, University of Pittsburgh, Pittsburgh, PA 15213, USA. Electronic address: sakait@upmc.edu.
• J Clin Anesth. 2013 Sep 1;25(6):434-8.

Study ObjectiveTo present a new research problem-based learning discussion (PBLD) conference and to evaluate its effect on residents.DesignRetrospective observational study of resident education before and after implementation of a research PBLD.SettingLarge U.S. academic anesthesiology department.Subjects93 anesthesiology residents with research PBLD exposure in the academic year (AY) 2010 and AY 2011, and 85 residents without research PBLD exposure in AY 2008 and AY 2009.MeasurementsSince AY 2010, a PBLD format has been used to teach residents clinical research fundamentals. The annual 90-minute PBLD addressed residents' perceived barriers to research and introduced research resources available via the Clinical and Translational Science Institute (CTSI). Data recorded were: 1) number of residents who made CTSI consultation solicitations as a new investigator, and 2) number of new research projects proposed by the residents and designed with CTSI consultation. Each outcome was compared between the prePBLD group (AY 2008 [n=43] and AY 2009 [n=42]) and the postPBLD group (AY 2010 [n=43] and AY 2011 [n=50]).Main ResultsThe number of residents who consulted the CTSI as new investigators increased from 4 of 85 residents (4.7%) in the prePBLD group to 13 of 93 residents (14.0%) in the postPBLD group (P = 0.042). The number of new research projects for which the residents consulted CTSI increased from 10 to 20 (100% increase).ConclusionA PBLD format for research education of anesthesiology residents is effective.© 2013 Elsevier Inc. All rights reserved.

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