Introduction: Despite the impact that training in research could have in postgraduate programs, certain specific knowledge of the trainees may increase their scientific production. We described the scientific production of a pediatric residency, and evaluated its association with specific knowledges and activities.
Methods: We developed a cross-sectional study, by self-administered survey to pediatric residents. The number of participations in research projects was registered, as well as certain specific knowledges and activities (informatics, English language, research methodology, university teaching positions). This association was assessed by logistic regression.
Results: We interviewed 122 pediatric residents (first year: 22.1%, second year: 23.1%, third year: 19.1%, fourth year: 24.6%, chiefs residents: 9%, instructors: 3.3%). A total of 311 participations in research were registered (there could be more than 1 author in them). From them, 105 were presented at scientific meetings and 16 were published. Length of service and having a university teaching position were independent predictors for presentation (OR= 6.3 and 2.8, respectively) and publication (OR= 4.2 and 6.5, respectively).
Conclusion: Scientific production reached presentation at meetings in 33% of participations and publication, in 5%. Having a university teaching position was significantly associated with scientific production.
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