Research training is an important part of the NewYork-Presbyterian Emergency Medicine Residency program. Each resident is required to complete a scholarly project before graduation. The goals of this project are to expose residents to the nature of scholarly inquiry and to foster initial development of a niche/area of expertise within Emergency Medicine. Each resident works closely with at least one faculty mentor. Our residents have developed a wide variety of extraordinary projects. Residents are supported to present their work at the Society for Academic Emergency Medicine (SAEM) and American College of Emergency Physicians (ACEP) Annual Meetings. In addition, to the PGY-2 class attends SAEM to learn about the scholarly work being done in Emergency Medicine and about how their scholarly project contributes to academic medicine.

At NewYork-Presbyterian, we have a well-developed research support infrastructure to assist residents with developing and completing their projects. At Weill Cornell, our Director of Research Sunday Clark, ScD, MPH, oversees resident research and is an excellent resource on project milestones, methodology, biostatistics, the IRB application process, abstract and manuscript writing, grant-writing, and the peer-review process. Additionally, at Columbia, Vice Chair of Research, Bernard Chang, MD, PhD is leading and growing our NIH funded projects with opportunities for resident involvement and mentorship.

NewYork-Presbyterian's academic resources are vast, and opportunities for mentorship and collaboration are virtually limitless. In addition to two Ivy League medical schools, we are home to the Mailman School of Public Health (Columbia University), one of the oldest and most distinguished schools of public health in the United States, as well as the Weill Graduate School of Medical Sciences (Cornell University). Our residents are uniquely positioned to draw on the expertise of the over 500 faculty and 1,500 graduate students in these institutions, and many have already taken advantage of this to develop creative projects in fields as varied as narrative medicine and operations management.

Resident Research Projects

The scholarly project serves as an entry point into the wider world of scientific inquiry and research design. It leads to the development of critical thinking skills, statistical analysis, collaboration, and presentation skills. Given its broad applicability, our goal is to foster project development in a resident’s area of interest. We have developed a timeline with specific deliverables that we believe balances structure and freedom for creativity for each resident to mold to their interest. For example, throughout the PGY-1 and PGY-2 years, residents will explore their various interests and start to develop broad ideas of research interest. They will meet individually with their mentors and in small groups with Dr. Clark through the year to help solidify these thoughts. SAEM at the end of the PGY-2 year tends to serve as the official kick off of the scholarly project. The PGY-3 year involves setting up and running a project with frequent mentor communication and at least two small group meetings with Dr. Clark to identify and resolve any potential obstacles. The scholarly project culminates in the PGY-4 year with a Final Abstract and Presentation during Resident Research Day.