In this review, we will explore the benefits of urology resident participation in research during training and identify the common barriers for residents to engage in scholarly activity. Most importantly, we aim to discuss strategies to foster engagement in research during urology residency training despite time constraints, resource limitations, and competing clinical demands. Recent literature on the topic highlights that while urology residency programs require some form of scholarly activity, few offer extended dedicated research time and there is no minimum requirement for promotion or graduation across programs. Protected research time, structured curricula, and available mentorship are associated with increased research productivity. Encouraging innovative approaches such as longitudinal research exposure and integrated research didactics, incentivization and reward culture, fostering high-quality mentorship, and standardizing expectations have shown some success in improving publication rates and promoting conference presentations. The benefits of residents participating in research during training include refined clinical thinking, promotion of evidence-based practice, and facilitating academic career opportunities. We hope to offer a roadmap for programs and educators to consider how to cultivate the culture of inquiry needed to promote resident research engagement without the need to extend training. By starting this conversation, we aim to inspire urology training programs to prioritize research integration in a way that prepares residents to contribute meaningfully to scientific advancement and ultimately improve patient care.
Dwyer et al. (Sat,) studied this question.