1044 l OCTOBER JOGC OCTOBRE 2011 Resident Research Training Objectives and Requirements of the Association of Academic Professionals in Obstetrics and Gynaecology Graeme N. Smith, MD, PhD, 1 Helen McNamara, MD, MSc, 2 Paul Bessette, 3 Victoria M. Allen, MD, MSc, FRCSC, 4 Sue Ross, PhD, 5 Jane Schulz, MD, FRCSC, 6 Roger Pierson, MS, PhD, FEAS, FCAHS, 7 Bianca Nadeau 8 ; on behalf of the APOG Research Committee 1 Department of Obstetrics and Gynaecology, Queen’s University, Kingston ON 2 Department of Obstetrics and Gynecology, McGill University, Montreal QC 3 Department of Obstetrics and Gynecology, University of Sherbrooke, Sherbrooke QC 4 Department of Obstetrics and Gynaecology, Dalhousie University, Halifax NS 5 Department of Obstetrics and Gynaecology, University of Calgary, Calgary AB 6 Department of Obstetrics and Gynecology, University of Alberta, Edmonton AB 7 Department of Obstetrics, Gynecology and Reproductive Sciences, University of Saskatchewan, Saskatoon SK 8 Association of Academic Professionals in Obstetrics and Gynaecology, Ottawa ON COMMENTARY Key Words: Obstetrics, gynaecology, research, residency, learning, objectives Received on March 14, 2011 Accepted on May 25, 2011 Conlict of Interest: None declared. T he Association of Academic Professionals in Obstetrics and Gynaecology of Canada (APOG) is an association of professionals providing leadership in the development and promotion of the highest quality clinical care in obstetrics and gynaecology, through education and research in the 17 Canadian academic medical centres. The Research Committee of APOG is composed of representatives from each of the obstetrics and gynaecology programs and is charged with making recommendations on educational objectives and methods of teaching as they relate to research education. As part of that responsibility, the Research Committee takes the lead role in the organization in making recommendations for the postgraduate research training of residents in obstetrics and gynaecology. In 2005, the Royal College of Physicians and Surgeons of Canada adopted an innovative framework for medical education in all medical specialties, called the CanMEDS framework of essential physician competencies. The framework is organized around seven core roles: medical expert, communicator, collaborator, health advocate, manager, scholar, and professional. 1 Although primarily related to the scholar role, an understanding of research methodology inluences all of the CanMEDS roles. The CanMEDS objectives that pertain speciically to the scholar role identify a lifelong commitment to relective learning, as well as to the creation, dissemination, application, and translation of medical knowledge. 1 Speciically, the Royal College of Physicians and Surgeons of Canada expects the resident to be familiar with the development, execution, data analysis, interpretation, and presentation of research through active participation in at least one research project during residency training; to understand the principles of basic and applied clinical research, especially epidemiology and biostatistics; to be able to critically appraise and summarize the literature on a given subject; and to judge whether a research project or publication is sound, ethical, unbiased, and clinically valuable. 2 The Royal College of Physicians and Surgeons of Canada accreditation requires that completion of J Obstet Gynaecol Can 2011;33(10):1044–1046