scholarly journals 3292 Duke Integrated Physician-Scientist Development

2019 ◽  
Vol 3 (s1) ◽  
pp. 67-68
Author(s):  
Stephanie A. Freel ◽  
Michael Gunn ◽  
Andrew Alspaugh ◽  
Gowthami Arepally ◽  
Gerard Blobe ◽  
...  
Keyword(s):  
Medical Students ◽  
Focus Groups ◽  
Research Funding ◽  
Junior Faculty ◽  
Research Engagement ◽  
School Of Medicine ◽  
Funding Program ◽  
Research Careers ◽  
Physician Scientist ◽  
Physician Scientists

OBJECTIVES/SPECIFIC AIMS: 1.Identify barriers to pursuing research for physician trainees 2.Develop a sustainable pipeline of physician-scientists at Duke 3.Coordinate physician-scientist development programs across the School of Medicine under one central Office 4.Provide infrastructure and resources for all physician-scientists 5.Increase the number of MDs and MD/PhDs who pursue, succeed, and are retained in research METHODS/STUDY POPULATION: To establish a baseline understanding of the needs and concerns of physician-scientist trainees at Duke, we conducted focus groups using a standardized interview guide and thematic analysis. Findings from these focus groups were used to develop a framework for support, leading to the creation of the Office of Physician-Scientist Development (OPSD) housed centrally within the Duke School of Medicine. The OPSD integrates programs and resources for multiple populations including medical students, residents, fellows, junior faculty, and faculty mentors. Pipeline programs will also be developed to enhance research engagement in targeted student populations prior to medical school. RESULTS/ANTICIPATED RESULTS: A total of 45 students and faculty participated in the focus groups and structured interviews (1st year medical student, n=11; 4th year medical students, n=11; residents/fellows, n=13; junior faculty, n=11). While participants raised a number of specific issues, one key message emerged: non-PhD MDs in basic research felt they lacked opportunities for directed training. Moreover, they felt the need to teach themselves many critical skills through trial and error. This has led to perceptions that they cannot compete effectively with PhDs and MD-PhD scientists for research funding and positions. Consensus recommendations included: better guidance in choosing mentors, labs, and projects; central resource for information relevant to physician scientists; training specifically tailored to physician scientists conducting laboratory-based research; improved infrastructure and well-defined training pathways; and assistance with grant preparation. To-date, over 90 students, residents, and fellows have been identified who identify as laboratory-based physician scientists. Additional efforts are underway to identify and characterize the broader range of physician-scientist students and trainees at Duke. DISCUSSION/SIGNIFICANCE OF IMPACT: Our planning study revealed specific steps forward toward developing a robust community of physician-scientists at Duke. As a first step, the Dean of the School of Medicine has appointed an Associate Dean of Physician-Scientist Development to oversee a new Office of Physician-Scientist Development (OPSD) being launched in December of 2018. The OPSD will offer four primary programs. 1) A concierge mentoring program will assist new trainees in identifying research areas of interest and mentors. Trainees will receive periodic contact to provide additional support as needed and promote success. 2) A physician-scientist training program is being created to provide training specific to laboratory research skills as well as career and professional development training to complement existing clinical and translational research programs. 3) Integrated training pathways will provide additional mentored research training for those pursuing research careers. Pathways will capitalize on existing resources from R38 programs, while pursuing additional R38 and R25 support. 4) An MD-Scientist funding program has been developed to provide additional research funding and protected time for students pursuing a second research year. Through the support and programming offered by the OPSD, we anticipate decreased perceptions of barriers to pursuing a physician-scientist career and increased satisfaction with training opportunities. Over time, we expect such support to increase the number of MD students pursuing research as a career and the number of residents, fellows, and MD junior faculty remaining in research careers.

Physician Scientists In Hematology: Hematologists' Experiences of Research and Recruitment to Academia - A Mixed Methods, Qualitative Approach

Blood ◽  
2010 ◽  
Vol 116 (21) ◽  
pp. 2570-2570
Author(s):  
Tom Butler ◽  
John G. Gribben ◽  
Ann Hodgson
Keyword(s):  
Focus Groups ◽  
Academic Medicine ◽  
Research Funding ◽  
Clinical Skills ◽  
Local Network ◽  
Full Time ◽  
Research Experience ◽  
Medical Specialties ◽  
Physician Scientists

Abstract Abstract 2570 Physician-scientists spend a significant proportion of their time doing research, alongside clinical practice and teaching. Recruitment to academic medicine appears insufficient for workforce needs, with a perception of a 'crisis' in academic medicine (Andrew I. Schafer The Vanishing Physician Scientist 2009). Policy initiatives are in place to counter this recruitment problem and make an academic medicine career more attractive to trainees. Hematologists have a unique translational role in medicine and research, straddling the divide between laboratory and patient care. Since hematology may be inherently more academic compared to other medical specialties, this recruitment crisis may be more relevant to our specialty. Hematologists' experiences of research have been poorly reported. We employed mixed qualitative methods to explore hematologists' views on these issues, using focus groups (14 participants) to explore the experiences of research and higher degrees. Following themes from these, we used an online survey to gain quantitative data and obtained results from 39 hematologists in the local network in North East London serving approximately 4 million people, including two teaching hospitals. Among attendings, 72% had completed a research degree and 52% were in academic positions. Of trainees, 36% were enrolled in a higher degree program. The focus groups felt that hematology has a strong role in research because of the inherently lab-based aspects of the work, access to tissue for research and the history of translational research. The survey supported this, with most feeling that the lab experience facilitated the transition of hematologists to research, and 77% agreeing that 'compared to other medical specialities, hematology is more academic'. The focus groups explored the benefits of doing a research degree, such as a PhD. These included gains in critical thinking, data interpretation skills, a chance to study a topic in depth and CV development. Drawbacks included dislike of the work involved, financial loss and the stress of research. Some expressed concern about losing clinical skills during years of full-time research, whilst others felt that skills gained during research translated to better clinical acumen in the long term. The survey explored this further. 74% felt that whilst clinical acumen decreased during full-time research, this returned almost immediately on return to practice. 21% felt that clinical skills were better in the long term as a result of doing a PhD. Competition for non-academic hematology posts in the UK is low, and most doctors who do research will not become academics. However, there are expectations that hematologists need a research experience to further their careers, and most participants felt that there was greater pressure for hematologists to do research compared to other disciplines, with this pressure greater in London. We considered this perception of pressure in the context of UK research funding. The Royal College of Pathologists estimate that of ≤450 million spent on UK cancer research, ≤50-100 million are spent on hematological malignancies. Research funding is therefore out of proportion to the disease burden of blood cancers (8% of cancer deaths). London has 31% of UK academic doctors, 5 medical schools and receives 33% of UK research funding. These data help explain the greater pressure (or opportunity) for hematologists to undertake research, particularly in London. We explored views on recruitment to academic medicine. Whilst ‘becoming an academic doctor’ was rated as the strongest motivation for hematologists to do a PhD, doctors who subsequently did not proceed to an academic career benefitted from the research experience. Whilst academic doctors felt that more hematologists need to do research and become academic doctors, this view was not held by non-academic hematologists (p<0.05). In conclusion, hematologists consider their specialty to be more academic, with the nature of the work facilitating research. Particular motivations drive hematologists to undertake research. The pressure to do research may be higher in hematology compared to other areas of medicine, despite low competition for jobs overall. Concerns about loss of clinical skills do not appear to be justified. The perception of a recruitment problem within academic hematology varies depending on whether academic or non-academic hematologists are surveyed. Disclosures: Gribben: Roche: Consultancy; Celgene: Consultancy; GSK: Honoraria; Napp: Honoraria.

scholarly journals Supporting the Development of Physician-scientists

2021 ◽  
Vol 10 (2) ◽  
Author(s):  
Mimi Xiaoming Deng
Keyword(s):  
Research Funding ◽  
Medical Training ◽  
Clinical Excellence ◽  
Evidence Based ◽  
Clinical Investigator ◽  
Research Involvement ◽  
Research Mentorship ◽  
Physician Scientist ◽  
Physician Scientists

In the last decade, there has been a discrepancy between the increasing recognition for research involvement in medical training and the stagnation in the number physician-scientists. Health research funding cutbacks, inadequate mentorship, heavy schedules, and unfamiliarity with scientific methodology are obstacles that limit research interest amongst junior medical learners and cause attrition of promising physician-scientist in training. This article outlines five strategies to promote and facilitate the development of physician-scientists with the understanding that research is integral to clinical excellence. Some of the ways the undergraduate and postgraduate medical curricula can better lend themselves to producing clinicians with the skillset to address clinical uncertainties through an evidence-based approach are: partnerships between healthcare and academia, increasing admission to MD/PhD and Clinical Investigator programs, establishing fundamentals of scientific thinking, long-term research mentorship, facilitating knowledge translation.

scholarly journals From bedside to benchmarks: A physician-scientist workforce dashboard for biomedical research institutions

2018 ◽  
Vol 2 (5) ◽  
pp. 305-311
Author(s):  
Adrienne Zell ◽  
Lindsey Smith ◽  
N. David Yanez ◽  
Jeanne-Marie Guise ◽  
Ryan Pelkey ◽  
...  
Keyword(s):  
Biomedical Research ◽  
Research Funding ◽  
Complete Picture ◽  
Data Generation ◽  
Research Institutions ◽  
National Data ◽  
Oregon Health ◽  
Physician Scientist ◽  
Research Workforce ◽  
Physician Scientists

AbstractIntroductionThere is growing concern about the declining physician-scientist workforce. NIH recently provided a national dashboard describing the biomedical research workforce, but local strategies are needed.MethodsWe used curated local and national data to develop a workforce dashboard.ResultsMany trends at Oregon Health & Science University (OHSU) were similar to those nationally, such as the increasing percentage of Research Project Grant (RPG)-holding PhDs and the aging RPG population, but differences were also apparent. At OHSU, nearly ¾ of physician-scientist RPGs hold MD-only, compared with nationally, where nearly half are MD/PhD. OHSU also lags in the percentage of RPGs held by women physician-scientists.ConclusionsOur analysis also permitted us to gain a more complete picture of research funding that has been done nationally. We used these data to develop a dashboard that allows our institution to develop policies to increase the numbers of physician-scientists. The data generation approaches and dashboard are likely to be useful at other institutions, as well.

A Quantitative Assessment of the Need for Offering Counselling Services to Medical Students attending University of Zambia, School of Medicine.

2020 ◽  
Vol 7 (2) ◽  
pp. 93-103
Author(s):  
Gretchen Slover
Keyword(s):  
Medical Students ◽  
Counseling Services ◽  
Student Responses ◽  
Counselling Services ◽  
School Of Medicine ◽  
Comprehensive Picture ◽  
Fourth Year Medical Students ◽  
The Subject ◽  
The University ◽  
Therapy Sessions

Background: This research was birthed in 2017 during a trip to Lusaka, Zambia, with the purpose of offering fourth-year, medical students attending the University of Zambia, School of Medicine, lectures on psychology topics as part of their clinical studies.  Students were also offered brief therapy sessions where they could process thoughts and feelings causing them internal struggles.  The subject of offering counseling on a regular basis was randomly discussed with the students.  From these discussions the need for this research became evident, with the intent of becoming the launching pad to brainstorm the most effective ways of developing a plan to offer counseling services for all medical students attending the University of Zambia School of Medicine. Methods: An-experimental research design, consisting of completion of a 12-item questionnaire administered by paper and pen. The inclusion criteria were the fourth year, medical students attending the University of Zambia, School of Medicine. Results:  The student responses revealed that most of them had little to no experience with counseling services, but a strong desire for them. Discussion: The goal of this study was to simply establish a need for an on-campus counseling service, the need of which has been established by the very students who would benefit.  With the acceptance of this need, the future plan is to explore the different ways in which this need can be fulfilled with minimal costs to the Medical School Program. Conclusion:  This study is the first step towards identifying the needs of the medical students and sets the ground-work for further research into the specific areas of need and mental health challenges.  More specificity in the area of demographics of students will produce a more comprehensive picture of the areas of concentration for the therapists offering services.

scholarly journals Required Longitudinal Service-Learning and Its Effects on Medical Students’ Attitudes Toward the Underserved

2021 ◽  
Author(s):  
Monica Rose Arebalos ◽  
Faun Lee Botor ◽  
Edward Simanton ◽  
Jennifer Young
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Service Learning ◽  
Student Attitudes ◽  
Underserved Populations ◽  
Preclinical Phase ◽  
School Of Medicine ◽  
Students Attitudes ◽  
Medical Student Attitudes ◽  
The University

AbstractAlthough medical students enter medicine with altruistic motives and seek to serve indigent populations, studies show that medical students’ attitudes towards the undeserved tend to worsen significantly as they go through their medical education. This finding emphasizes the need for medical educators to implement activities such as service-learning that may help mitigate this negative trend.All students at the University of Nevada Las Vegas (UNLV) School of Medicine are required to participate in longitudinal service-learning throughout medical school, and a majority of students interact with the underserved at their service-learning sites. Using the previously validated Medical Student Attitudes Towards the Underserved (MSATU), independent sample T-tests showed that students who interact with underserved populations at their sites scored with significantly better attitudes towards the underserved at the end of their preclinical phase. Subjects included 58 medical students with 100% taking the MSATU. This result indicates that longitudinal service-learning, particularly when it includes interaction with the underserved, can be one method to combat the worsening of medical students’ attitudes as they complete their medical education.

Factors that influence the choice of psychiatry as a career by medical students at the School of Medicine, College of Health Sciences, University of Nairobi

2013 ◽  
Vol 25 (4) ◽  
pp. 406-412 ◽  
Author(s):  
David M. Ndetei ◽  
Zipporah W. Ngumi ◽  
Victoria N. Mutiso ◽  
Christine W. Musyimi ◽  
Lucy W. Kamau
Keyword(s):  
Medical Students ◽  
Health Sciences ◽  
School Of Medicine

scholarly journals Searching for the erosion of empathy in medical undergraduate students: a longitudinal study

BMJ Open ◽  
2020 ◽  
Vol 10 (12) ◽  
pp. e041810
Author(s):  
José Manuel Blanco ◽  
Fernando Caballero ◽  
Santiago Álvarez ◽  
Mercedes Plans ◽  
Diana Monge
Keyword(s):  
Medical Students ◽  
Undergraduate Students ◽  
Cognitive Empathy ◽  
Primary Outcome Measure ◽  
Undergraduate Medical Students ◽  
School Settings ◽  
School Year ◽  
School Of Medicine ◽  
Medical Undergraduate ◽  
Sociocultural Differences

ObjectiveTo analyse the trajectory of empathy throughout the degree programme of medicine in a Spanish school of medicine.DesignLongitudinal, prospective 5-year study, between October 2014 and June 2019.SettingStudents from a Spanish university of medicine.ParticipantsTwo voluntary cohorts of undergraduate medical students from two different school years were invited to participate (n=135 (cohort 1, C1) and 106 (cohort 2, C2) per school year). Finally, a total number of 174 students (102 (C1, 71.6% women) and 72 (C2, 70.8% women) students, respectively) were monitored for 5 years. Each cohort was divided in two subcohorts of paired and unpaired students that were analysed to check possible social desirability bias.Primary outcome measureThe Jefferson Scale of Empathy (JSE).ResultsThe cohort of 102 students (C1) monitored between their first and fifth years of study (71.6% women) showed an improvement among paired women of 2.15 points in total JSE score (p=0.01) and 2.39 points in cognitive empathy (p=0.01); in the unpaired female cohort the increase was of 2.32 points (cognitive empathy) (p=0.02). The cohort of 72 students (C2) monitored between their second and sixth years of study (70.8% women) displayed a cognitive empathy increase of 2.32 points (p=0.04) in the paired group of women. There were no significant differences between paired and unpaired results for either cohort. Empathy scores among men did not decrease.ConclusionsThe empathy of medical students at our school did not decline along grade years. In fact, it improved slightly, particularly cognitive empathy, among women. This paper contributes to enlarge data from Europe, where longitudinal studies are scarce. It supports the idea that there may be global geo-sociocultural differences; however, more studies comparing different school settings are needed.

scholarly journals Intrinsic vs. Extrinsic Motivation as Drivers for Early Engagement in Research by Medical Students

2020 ◽  
Author(s):  
Yassar Alamri ◽  
Erik Monasterio ◽  
Lutz Beckert ◽  
Tim J Wilkinson
Keyword(s):  
Medical Students ◽  
Extrinsic Motivation ◽  
Self Determination Theory ◽  
Self Determination ◽  
Future Studies ◽  
Research Engagement ◽  
Research Activities ◽  
Research Involvement ◽  
Key Factor

Abstract BackgroundA student’s motivation is a key factor in their success in undertaking an education endeavour. However, how this relates to involvement in research by medical students is unclear.MethodsAn electronic questionnaire was sent to all medical students at our institution. To ascertain students’ motivation to undertake research, they were asked an open-ended question to describe the single major factor that would encourage them to get involved in research as a medical student. A framework of self-determination theory was used to deductively code the responses as intrinsic motivation (‘IM’; e.g., interest/passion) or extrinsic motivation (‘EM’; e.g. improving CV). The two groups were then contrasted in relation to their research engagement.ResultsA total of 348 students were included in the survey, of whom 204 were coded as IM responses, and 144 were coded as EM responses. Students who engaged in extra-curricular research activities were more likely to report an underlying EM (48% vs. 36%, p = 0.03). They were also older (23.7 ± 3.5 vs. 21.9 ± 3.7, p = 0.005), and more likely to have completed a prior research degree (15% vs. 3%, p = 0.01).ConclusionIn this study, EM was a bigger influencer on research involvement by medical students than IM. Future studies should explore promoters of IM, and include longitudinal data in order to assess whether EM students continue to be involved in research long-term.

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