To the Editor: A significant driver of research waste is the incentive to do research for career progression, rather than for its relevance and patient impact, especially when volume is rewarded over quality.1 We previously found that most specialty training colleges mandate that trainees conduct research, often without requiring research training and appropriate supervision. The focus tends to be on completing projects and leading research, rather than on learning fundamental research principles.2
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- 1. Chalmers I, Glasziou P. Avoidable waste in the production and reporting of research evidence. Lancet 2009; 374: 86–89.
- 2. Stehlik P, Noble C, Brandenburg C, et al. How do trainee doctors learn about research? Content analysis of Australian specialist colleges’ intended research curricula. BMJ Open 2020; 10: e034962.
- 3. Kenny S, McInnes M, Singh V. Associations between residency selection strategies and doctor performance: a meta‐analysis. Med Educ 2013; 47: 790–800.
- 4. Altman DG. The scandal of poor medical research. BMJ 1994; 308: 283–4.
- 5. Phang DTY, Rogers GD, Hashem F, et al. Factors influencing Junior Doctor Workplace Engagement in Research: an Australian study. Focus on Health Professional Education 2020; 21: 13–28.
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