A nationwide survey of gaps in oncology residency education in Armenia and the potential role of journal clubs.

e21024 Background: In Armenia, oncology residency programs mainly focus on clinical skills, resulting in limited opportunities for structured research training. With the recent change of oncology fellowship leadership, the program’s structure has changed, prompting efforts to identify new gaps in training—mainly around research engagement—and explore supplemental educational formats such as journal clubs. A nationwide survey was therefore conducted to identify existing barriers to research involvement, assess interest in journal clubs, and explore how these initiatives could enhance residents’ research skills. Methods: A structured online survey was distributed to all oncology residents (N=40) across all years of training. Questions covered clinical decision-making, familiarity with research methodologies, perceived barriers to research, and preferences regarding journal club formats. Quantitative data were analyzed to identify trends, while qualitative comments provided contextual insights. Results: A total of 33 residents (82,5%) responded, representing all stages of training. A majority (36,3%%) reported low-to-moderate confidence in interpreting scientific articles, with an average self-rating of 3.6/5. Although 78,8% of respondents expressed a desire to participate in research, only 30,3% felt they knew how to initiate a research project. Lack of time (60.6%), high clinical workload (57.6%), and limited mentorship or a non-motivating environment (24.2%) were key barriers. Most participants relied on NCCN and ESMO guidelines as primary educational resources, yet only 18.2% reported spending equal time to clinical and educational activities, and the majority spent at least 70% of their time on clinical duties. Interest in journal clubs was notably high, with 89% of respondents expressing enthusiasm for regular sessions. Preferred formats were biweekly meetings (45,5%) utilizing hybrid or online platforms. Residents were interested in learning how to interpret scientific literature, write case reports, and remain current with practice-changing developments. Furthermore, 72,7% indicated they would complete assignments if they were manageable, suggesting that 1–3 hours per week would be ideal. Conclusions: Armenian oncology residents demonstrate strong motivation to enhance their research competencies but face substantial practical barriers, including limited time, mentorship, and structured opportunities for scholarly engagement. The high level of interest in journal clubs underscores their potential to fill this educational gap by improving research skills, enriching clinical acumen, and generating a culture of inquiry. Formalizing journal clubs within residency curricula—and providing structured research training—may serve as an effective approach to bolster the academic and professional growth of oncology residents in Armenia.