Pre-Badge Project Survey Questions

Question Title

* 1. Highest degree attained:

bachelor

master

doctorate

Other (please specify)

Question Title

* 2. Residency program size:

Small (1-5 residents per class)

Medium (6-10 residents per class)

Large (11+ residents per class)

Not applicable

Question Title

* 3. Previous research experience:

None

Limited (have experiences completed non hypothesis driven publication such as case series or reports or completed A PORTION of hypothesis driven research such as literature search, IRB, data correction, data analysis, or manuscript writing but not the whole research process)

Experienced (have experiences in proposing a study, and completing the study and publishing)

Question Title

* 4. Training level:

Medical student

PGY1

PGY2

PGY3

PGY4

Attending

Other (please specify)

	1	2	3	4	5	N/A
I am interested in learning how to conduct research.	I am interested in learning how to conduct research. 1	I am interested in learning how to conduct research. 2	I am interested in learning how to conduct research. 3	I am interested in learning how to conduct research. 4	I am interested in learning how to conduct research. 5	I am interested in learning how to conduct research. N/A
I have received what I would consider formal research training in the past (where I would go through everything from initial research proposal, literature research, IRB writing, conference presentation, to journal writing).	I have received what I would consider formal research training in the past (where I would go through everything from initial research proposal, literature research, IRB writing, conference presentation, to journal writing). 1	I have received what I would consider formal research training in the past (where I would go through everything from initial research proposal, literature research, IRB writing, conference presentation, to journal writing). 2	I have received what I would consider formal research training in the past (where I would go through everything from initial research proposal, literature research, IRB writing, conference presentation, to journal writing). 3	I have received what I would consider formal research training in the past (where I would go through everything from initial research proposal, literature research, IRB writing, conference presentation, to journal writing). 4	I have received what I would consider formal research training in the past (where I would go through everything from initial research proposal, literature research, IRB writing, conference presentation, to journal writing). 5	I have received what I would consider formal research training in the past (where I would go through everything from initial research proposal, literature research, IRB writing, conference presentation, to journal writing). N/A
I am able to describe different levels of scientific evidences.	I am able to describe different levels of scientific evidences. 1	I am able to describe different levels of scientific evidences. 2	I am able to describe different levels of scientific evidences. 3	I am able to describe different levels of scientific evidences. 4	I am able to describe different levels of scientific evidences. 5	I am able to describe different levels of scientific evidences. N/A
I am able to differentiate between observational and experimental study-design, and identify the advantages/disadvantages of each study design.	I am able to differentiate between observational and experimental study-design, and identify the advantages/disadvantages of each study design. 1	I am able to differentiate between observational and experimental study-design, and identify the advantages/disadvantages of each study design. 2	I am able to differentiate between observational and experimental study-design, and identify the advantages/disadvantages of each study design. 3	I am able to differentiate between observational and experimental study-design, and identify the advantages/disadvantages of each study design. 4	I am able to differentiate between observational and experimental study-design, and identify the advantages/disadvantages of each study design. 5	I am able to differentiate between observational and experimental study-design, and identify the advantages/disadvantages of each study design. N/A
I am able to identify both confounding variables and bias, and explain how presence of each in a study would influence the research strength.	I am able to identify both confounding variables and bias, and explain how presence of each in a study would influence the research strength. 1	I am able to identify both confounding variables and bias, and explain how presence of each in a study would influence the research strength. 2	I am able to identify both confounding variables and bias, and explain how presence of each in a study would influence the research strength. 3	I am able to identify both confounding variables and bias, and explain how presence of each in a study would influence the research strength. 4	I am able to identify both confounding variables and bias, and explain how presence of each in a study would influence the research strength. 5	I am able to identify both confounding variables and bias, and explain how presence of each in a study would influence the research strength. N/A
I am able to prepare an IRB application.	I am able to prepare an IRB application. 1	I am able to prepare an IRB application. 2	I am able to prepare an IRB application. 3	I am able to prepare an IRB application. 4	I am able to prepare an IRB application. 5	I am able to prepare an IRB application. N/A
I am capable of using referencing software such as “EndNote.”	I am capable of using referencing software such as “EndNote.” 1	I am capable of using referencing software such as “EndNote.” 2	I am capable of using referencing software such as “EndNote.” 3	I am capable of using referencing software such as “EndNote.” 4	I am capable of using referencing software such as “EndNote.” 5	I am capable of using referencing software such as “EndNote.” N/A
I am proficient at performing literature search for research.	I am proficient at performing literature search for research. 1	I am proficient at performing literature search for research. 2	I am proficient at performing literature search for research. 3	I am proficient at performing literature search for research. 4	I am proficient at performing literature search for research. 5	I am proficient at performing literature search for research. N/A
My residency has a “go-to” research curriculum for the trainees that is readily available.	My residency has a “go-to” research curriculum for the trainees that is readily available. 1	My residency has a “go-to” research curriculum for the trainees that is readily available. 2	My residency has a “go-to” research curriculum for the trainees that is readily available. 3	My residency has a “go-to” research curriculum for the trainees that is readily available. 4	My residency has a “go-to” research curriculum for the trainees that is readily available. 5	My residency has a “go-to” research curriculum for the trainees that is readily available. N/A
My program has sufficient time allocated for pursuing research.	My program has sufficient time allocated for pursuing research. 1	My program has sufficient time allocated for pursuing research. 2	My program has sufficient time allocated for pursuing research. 3	My program has sufficient time allocated for pursuing research. 4	My program has sufficient time allocated for pursuing research. 5	My program has sufficient time allocated for pursuing research. N/A
My program has sufficient research funding or information regarding funding available for resident research.	My program has sufficient research funding or information regarding funding available for resident research. 1	My program has sufficient research funding or information regarding funding available for resident research. 2	My program has sufficient research funding or information regarding funding available for resident research. 3	My program has sufficient research funding or information regarding funding available for resident research. 4	My program has sufficient research funding or information regarding funding available for resident research. 5	My program has sufficient research funding or information regarding funding available for resident research. N/A
I have a dedicated research mentor/faculty at my residency to whom I have an easy access to ask research-related questions	I have a dedicated research mentor/faculty at my residency to whom I have an easy access to ask research-related questions 1	I have a dedicated research mentor/faculty at my residency to whom I have an easy access to ask research-related questions 2	I have a dedicated research mentor/faculty at my residency to whom I have an easy access to ask research-related questions 3	I have a dedicated research mentor/faculty at my residency to whom I have an easy access to ask research-related questions 4	I have a dedicated research mentor/faculty at my residency to whom I have an easy access to ask research-related questions 5	I have a dedicated research mentor/faculty at my residency to whom I have an easy access to ask research-related questions N/A

N/A

I am interested in learning how to conduct research.

I am interested in learning how to conduct research. 1

I am interested in learning how to conduct research. 2

I am interested in learning how to conduct research. 3

I am interested in learning how to conduct research. 4

I am interested in learning how to conduct research. 5

I am interested in learning how to conduct research. N/A

I have received what I would consider formal research training in the past (where I would go through everything from initial research proposal, literature research, IRB writing, conference presentation, to journal writing).

I am able to describe different levels of scientific evidences.

I am able to describe different levels of scientific evidences. 1

I am able to describe different levels of scientific evidences. 2

I am able to describe different levels of scientific evidences. 3

I am able to describe different levels of scientific evidences. 4

I am able to describe different levels of scientific evidences. 5

I am able to describe different levels of scientific evidences. N/A

I am able to differentiate between observational and experimental study-design, and identify the advantages/disadvantages of each study design.

I am able to differentiate between observational and experimental study-design, and identify the advantages/disadvantages of each study design. 1

I am able to differentiate between observational and experimental study-design, and identify the advantages/disadvantages of each study design. 2

I am able to differentiate between observational and experimental study-design, and identify the advantages/disadvantages of each study design. 3

I am able to differentiate between observational and experimental study-design, and identify the advantages/disadvantages of each study design. 4

I am able to differentiate between observational and experimental study-design, and identify the advantages/disadvantages of each study design. 5

I am able to differentiate between observational and experimental study-design, and identify the advantages/disadvantages of each study design. N/A

I am able to identify both confounding variables and bias, and explain how presence of each in a study would influence the research strength.

I am able to identify both confounding variables and bias, and explain how presence of each in a study would influence the research strength. 1

I am able to identify both confounding variables and bias, and explain how presence of each in a study would influence the research strength. 2

I am able to identify both confounding variables and bias, and explain how presence of each in a study would influence the research strength. 3

I am able to identify both confounding variables and bias, and explain how presence of each in a study would influence the research strength. 4

I am able to identify both confounding variables and bias, and explain how presence of each in a study would influence the research strength. 5

I am able to identify both confounding variables and bias, and explain how presence of each in a study would influence the research strength. N/A

I am able to prepare an IRB application.

I am able to prepare an IRB application. 1

I am able to prepare an IRB application. 2

I am able to prepare an IRB application. 3

I am able to prepare an IRB application. 4

I am able to prepare an IRB application. 5

I am able to prepare an IRB application. N/A

I am capable of using referencing software such as “EndNote.”

I am capable of using referencing software such as “EndNote.” 1

I am capable of using referencing software such as “EndNote.” 2

I am capable of using referencing software such as “EndNote.” 3

I am capable of using referencing software such as “EndNote.” 4

I am capable of using referencing software such as “EndNote.” 5

I am capable of using referencing software such as “EndNote.” N/A

I am proficient at performing literature search for research.

I am proficient at performing literature search for research. 1

I am proficient at performing literature search for research. 2

I am proficient at performing literature search for research. 3

I am proficient at performing literature search for research. 4

I am proficient at performing literature search for research. 5

I am proficient at performing literature search for research. N/A

My residency has a “go-to” research curriculum for the trainees that is readily available.

My residency has a “go-to” research curriculum for the trainees that is readily available. 1

My residency has a “go-to” research curriculum for the trainees that is readily available. 2

My residency has a “go-to” research curriculum for the trainees that is readily available. 3

My residency has a “go-to” research curriculum for the trainees that is readily available. 4

My residency has a “go-to” research curriculum for the trainees that is readily available. 5

My residency has a “go-to” research curriculum for the trainees that is readily available. N/A

My program has sufficient time allocated for pursuing research.

My program has sufficient time allocated for pursuing research. 1

My program has sufficient time allocated for pursuing research. 2

My program has sufficient time allocated for pursuing research. 3

My program has sufficient time allocated for pursuing research. 4

My program has sufficient time allocated for pursuing research. 5

My program has sufficient time allocated for pursuing research. N/A

My program has sufficient research funding or information regarding funding available for resident research.

My program has sufficient research funding or information regarding funding available for resident research. 1

My program has sufficient research funding or information regarding funding available for resident research. 2

My program has sufficient research funding or information regarding funding available for resident research. 3

My program has sufficient research funding or information regarding funding available for resident research. 4

My program has sufficient research funding or information regarding funding available for resident research. 5

My program has sufficient research funding or information regarding funding available for resident research. N/A

I have a dedicated research mentor/faculty at my residency to whom I have an easy access to ask research-related questions

I have a dedicated research mentor/faculty at my residency to whom I have an easy access to ask research-related questions 1

I have a dedicated research mentor/faculty at my residency to whom I have an easy access to ask research-related questions 2

I have a dedicated research mentor/faculty at my residency to whom I have an easy access to ask research-related questions 3

I have a dedicated research mentor/faculty at my residency to whom I have an easy access to ask research-related questions 4

I have a dedicated research mentor/faculty at my residency to whom I have an easy access to ask research-related questions 5

I have a dedicated research mentor/faculty at my residency to whom I have an easy access to ask research-related questions N/A

Pre-Badge Project Survey Questions

Question Title

* 1. Highest degree attained:

Question Title

* 2. Residency program size:

Question Title

* 3. Previous research experience:

Question Title

* 4. Training level:

Question Title

* 5. For the following questions, please use this scale: 1=disagree, 2=somewhat disagree, 3=somewhat agree, 4=agree, 5=strongly agree or N/A

Question Title

* 6. Additional comments: