In reply: We thank the authors from the TASMAN Collaborative1 for their support of our article2 and whole‐heartedly agree: contribution to student‐ and trainee‐led collaborative groups can lead to the development of research skills and, more importantly, produce high quality research.3,4
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- 1. TASMAN Collaborative. Selection criteria for Australian and New Zealand medical specialist training programs: another under‐recognised driver of research waste [letter]. Med J Aust 2022; 216: 594.
- 2. Withers C, Noble C, Brandenburg C, et al. Selection criteria for Australian and New Zealand medical specialist training programs: another under‐recognised driver of research waste. Med J Aust 2021; 215: 336‐336. https://www.mja.com.au/journal/2021/215/7/selection‐criteria‐australian‐and‐new‐zealand‐medical‐specialist‐training
- 3. Chapman SJ, Glasbey JCD, Khatri C, et al. Promoting research and audit at medical school: evaluating the educational impact of participation in a student‐led national collaborative study. BMC Med Educ 2015; 15: 47.
- 4. Jamjoom AAB, Phan PNH, Hutchinson PJ, Kolias AG. Surgical trainee research collaboratives in the UK: an observational study of research activity and publication productivity. BMJ Open 2016; 6: e010374.
- 5. 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.
- 6. Altman DG. The scandal of poor medical research. BMJ 1994; 308: 283‐284.
- 7. Stehlik P. ENHANCE project: Enhancing the Research Development of Medical Specialty Trainees Robina: Bond University, 2021. https://iebh.bond.edu.au/our‐research/enhance‐project‐enhancing‐research‐development‐medical‐specialty‐trainees (viewed May 2022).
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We thank Professor Paul Glasziou and Christy Noble for their comments.
No relevant disclosures.