Copyright © by the Association of American Medical Colleges. Unauthorized reproduction of this article is prohibited. Academic Medicine, Vol. 94, No. 1 / January 2019 115 Research Report Abstract Purpose Although the field of medical education research is growing and residents are increasingly recruited to participate as subjects in research studies, little is known about their experiences. The goal of this study was to explore the experiences and perceptions of residents who are study participants in medical education research. Method A phenomenographic approach was chosen to examine the range of residents’ experiences as research participants. A maximum variation sampling strategy was used to identify residents with diverse experiences. Semistructured interviews that explored experiences as research participants were conducted with 19 residents in internal medicine, general surgery, and pediatrics at the University of Toronto in 2015–2016. Results The perceptions and experiences of participants fell into two categories. First, participation was seen as a professional responsibility to advance the profession, including a desire to improve future educational practices and a sense of responsibility to contribute to the academic cause. Second, the experience was noted for its personal impact, including benefits (e.g., receiving monetary incentives or novel educational experiences) and risks (e.g., coercion and breaches of confidentiality). The time required to participate in a study was identified as one of the most important factors affecting willingness to participate and the impact of participation. Conclusions Being a participant in medical education research can be perceived in different ways. Understanding the view of resident participants is important to optimize potential benefits and minimize risks and negative consequences for them, thus fostering ready participation and high- quality research. The field of medical education research has grown significantly over the past half century as accreditation bodies and the public have required assurance that future doctors receive high-quality education. 1,2 Consequently, there has been an increase in demand for medical education research 3 and for faculty members who have an academic focus in this field, 4 along with enhanced recognition of medical education research as a valuable endeavor by academic institutions. 5,6 Reflective of these trends, there has been a dramatic increase in the number of health professions education masters and doctoral programs worldwide. 7,8 The growth of medical education research has exceeded the rate of growth in the number of medical trainees. 9 Because medical education research relies heavily on medical students and residents as potential participants for studies, these individuals are being recruited more frequently to be the subjects of various research projects. Although trainees will benefit from this research in the long run, the impact on trainees of participating in, or merely being approached to participate in, numerous studies must be carefully considered, as this participation may have both positive and negative ramifications. Studies that involve measures of knowledge or performance may provide trainees with access to novel educational experiences, may affect their self- perceptions, or may cause them to feel that the researcher’s perception of them has changed. 10 Because of demanding clinical schedules, burnout and wellness are recognized as increasingly important issues for trainees themselves and for the quality of health care they provide. 11 The potential for participation in research studies that take away time from clinical, educational, and recreational pursuits is an important consideration. At the same time, evidence gathered through empirical research is needed to improve medical education practice, which ultimately benefits trainees’ education. 12 Limited research has been conducted examining trainees’ experiences as participants in medical education research, to our knowledge, and most studies have involved medical students rather than residents. 10,13,14 One survey of 524 medical students reported that 93% felt that medical education research should be conducted to improve medical training and 89% were not concerned about confidentiality when participating anonymously, but 57% were concerned about confidentiality when their participation was not anonymous. 13 Despite the obvious importance and potential ethical implications of trainee participation in medical education research, little is known about the experiences and perceptions of residents who are participants in medical education studies. 15 The experiences of residents are likely distinct from those of medical students because residents are busier, Please see the end of this article for information about the authors. Professional Responsibilities and Personal Impacts: Residents’ Experiences as Participants in Education Research Luke A. Devine, MD, MHPE, Shiphra Ginsburg, MD, PhD, Terese Stenfors, PhD, Tulin D. Cil, MD, MEd, Heather McDonald-Blumer, MD, MScCH, Catharine M. Walsh, MD, MEd, PhD, and Lynfa Stroud, MD, MEd Correspondence should be addressed to Luke A. Devine, University of Toronto, 600 University Ave., Suite 436, Toronto, ON, Canada, M5G 1X5; telephone: (416) 586-4800, ext. 2471; e-mail: luke. devine@sinaihealthsystem.ca. Copyright © 2018 by the Association of American Medical Colleges Acad Med. 2019;94:115–121. First published online August 14, 2018 doi: 10.1097/ACM.0000000000002411