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Chapman HJ, Veras-Estévez BA. Empowering medical students through collaborative writing sessions. CLINICAL TEACHER 2024; 21:e13687. [PMID: 37957804 DOI: 10.1111/tct.13687] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2023] [Accepted: 10/02/2023] [Indexed: 11/15/2023]
Abstract
BACKGROUND Scientific writing and critical appraisal of the literature are fundamental skills for future physicians. However, these skills have been inconsistently prioritised across medical curricula, leaving medical trainees to seek these skills through continuing education courses. APPROACH We conducted a series of complementary collaborative writing sessions (introductory workshop with 3-month practical sessions) with direct supervision to medical trainees (medical students and recent medical graduates) in the Dominican Republic between 2017 and 2020. We also examined medical trainees' perceptions of these collaborative writing sessions, as a mechanism to advance technical writing and critical analysis skills for their professional training and personal growth. EVALUATION Participants described the perceived enabling factors of the collaborative writing sessions that led to their publications as: (1) detailed agenda; (2) direct mentorship; (3) effective teamwork; (4) personal investment and dedication; and (5) future vision. IMPLICATIONS These collaborative writing sessions, consisting of a viable agenda and timeline, direct mentorship with timely feedback, and team dynamics, are recognised as an innovative model for medical trainees in the Dominican Republic. This academic model and approach can be adapted to meet the specific needs of health professional students across the globe. By mastering these fundamental written communication skills, medical trainees can contribute to research and policy development, lead health education initiatives, advocate for best clinical practices in patient care, and mentor the next generation of trainees.
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Affiliation(s)
- Helena J Chapman
- Department of Environmental and Occupational Health, Milken Institute School of Public Health, George Washington University, Washington, DC, USA
| | - Bienvenido A Veras-Estévez
- Facultad de Ciencias en la Salud, Universidad Católica del Cibao (UCATECI), La Vega, Dominican Republic
- Department of Epidemiology and Statistics, Hospital Regional Universitario José María Cabral y Báez, Santiago de los Caballeros, Dominican Republic
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Neikirk K, Barongan T, Shao B, Spencer EC, Kabugi K, Conley Z, Vang L, Vue M, Vang N, Garza-Lopez E, Crabtree A, Alexander S, Beasley HK, Marshall AG, Killion M, Stephens D, Owens B, Martinez D, Palavicino-Maggio CB, Jenkins F, Vang C, Morton DJ, Shuler H, Murray SA, Damo S, Vue Z, Hinton Jr A. A pilot study on our non-traditional, varied writing accountability group for historically excluded and underrepresented persons in STEMM. Heliyon 2023; 9:e22335. [PMID: 38144282 PMCID: PMC10746396 DOI: 10.1016/j.heliyon.2023.e22335] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2023] [Revised: 11/06/2023] [Accepted: 11/09/2023] [Indexed: 12/26/2023] Open
Abstract
Underrepresented faculty have higher burnout rates and lower grant attainment rates when compared with their non-minority counterparts. Many in science, technology, engineering, mathematics, and medicine (STEMM) disciplines, including underrepresented individuals, often have difficulty dedicating time to the writing process, with trainees often being relegated to laboratory tasks in their training years, resulting in a lack of practice in academic writing. Notably, past studies have shown that grant attainment rates of underrepresented individuals are lower than their majority counterparts. Here, we sought to consider a mechanism targeted to underrepresented individuals, although applicable to everyone, to help overcome traditional barriers to writing in STEMM. The authors have hosted a writing accountability group (WAG) that uniquely provides a format focused on physical activity and different forms of writing to strengthen both career development and award/funding attainment. Our objectives were to evaluate this unique format, thus creating a resource for individuals and institutions to learn about WAGs and expand upon the framework to formulate their own WAG. To do this, we performed a small pilot study (n = 21) to investigate attitudes towards the WAG. We present the results of a survey conducted among underrepresented WAG participants, which spanned different career stages and was highly diverse demographically. Our results show that following attendance of our WAG, individuals did not note a significant change in scales pertaining to John Henryism (high-effort coping), resilience, sense of belonging, or grit. However, significant increases were noted in the self-perceived ability to handle stress, confidence in applying for awards, appreciation for mentoring, and satisfaction of WAGs. Taken together, the results of this study suggest that our unique WAG format can have some positive results as a career and writing development opportunity and may be able to support underrepresented individuals in attaining funding at higher education institutions.
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Affiliation(s)
- Kit Neikirk
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Taylor Barongan
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Bryanna Shao
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Elsie C. Spencer
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
- Teachers College, Columbia University, New York, NY, USA
| | - Kinutha Kabugi
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Zachary Conley
- Collaborative for STEM Education and Outreach, Department of Teaching and Learning, Vanderbilt University, Nashville, TN, USA
| | - Larry Vang
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Mein Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Nancy Vang
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | | | - Amber Crabtree
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Stefanie Alexander
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Heather K. Beasley
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Andrea G. Marshall
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Mason Killion
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Dominique Stephens
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
- Department of Life and Physical Sciences, Fisk University, Nashville, TN, USA
| | - Beverly Owens
- Department of Chemistry, Cleveland Early College High School, Shelby, NC, USA
| | - Denise Martinez
- Office of Diversity, Equity, and Inclusion, University of Iowa Roy J. and Lucille A. Carver College of Medicine, Iowa City, IA, USA
| | | | - Felysha Jenkins
- Department of Basic Sciences, Office of Diversity, Equity, and Inclusion, Vanderbilt School of Medicine, Nashville, TN, USA
| | - Chia Vang
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
- Counseling Department, New Highlands University, Las Vegas, NM, USA
| | - Derrick J. Morton
- Kaiser Permanente Bernard J. Tyson School of Medicine, Department of Biomedical Science, Pasadena, CA, USA
- Department of Biological Sciences, University of Southern California, Los Angeles, CA, USA
| | - Haysetta Shuler
- Department of Biological Sciences, Winston-Salem State University, Winston-Salem, NC, USA
| | - Sandra A. Murray
- Department of Cell Biology, University of Pittsburgh, Pittsburgh, PA, USA
| | - Steven Damo
- Department of Life and Physical Sciences, Fisk University, Nashville, TN, USA
| | - Zer Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Antentor Hinton Jr
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
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Proulx CN, Rubio DM, Norman MK, Mayowski CA. Shut Up & Write!® builds writing self-efficacy and self-regulation in early-career researchers. J Clin Transl Sci 2023; 7:e141. [PMID: 37396813 PMCID: PMC10308422 DOI: 10.1017/cts.2023.568] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/10/2023] [Revised: 05/17/2023] [Accepted: 05/22/2023] [Indexed: 07/04/2023] Open
Abstract
Introduction High writing self-efficacy and self-regulation are tied to publication and grant submission. Writers with these attributes are more productive. We investigated whether participating in a Shut Up & Write!®-style intervention (SUAW) would produce statistically significant gains in writing self-efficacy and self-regulation when comparing pre-post-participation surveys. Methods Forty-seven medical students, TL1/KL2, and early-career faculty from across the USA expressed interest in participating, with 37 completing the pre-survey. We conducted (on Zoom) a 12-week SUAW series and measured the effect using a pre-post survey adapted from the Writer Self-Perception Scale. Paired t-tests (α = 0.05) were conducted on three subscales to test for significant differences between pre- and post-test means. The subscales reflected writing attitudes, writing strategies, and avoiding writing distractions. Subscales showed acceptable internal consistency with Cronbach's alphas of 0.80, 0.71, and 0.72, respectively. Results Twenty-seven participants attended at least one session. Of these, 81% presented as female, and 60% were from NIH-defined Underrepresented Backgrounds and/or were from Minority-Serving Institutions. Twenty-four completed both the pre- and post-surveys. Sixty percent previously participated in an activity similar to SUAW. We found significant improvements in writing attitudes (p = 0.020) and writing strategies (p = 0.041) for those who previously participated. For those who had not previously participated, we found improved writing strategies (p = 0.002). Eighty percent were very satisfied/satisfied with SUAW. Discussion Researchers have tied writing self-efficacy and self-regulation to timely publication and grant submission. We found significant gains in self-efficacy and self-regulation, suggesting that participation in a SUAW-style intervention may increase writing productivity.
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Affiliation(s)
- Chelsea N. Proulx
- Institute for Clinical Research Education, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
| | - Doris M. Rubio
- Institute for Clinical Research Education, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
| | - Marie K. Norman
- Institute for Clinical Research Education, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
| | - Colleen A. Mayowski
- Institute for Clinical Research Education, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA
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Cameron MW, Crowther LN, Huang GC. Faculty Development and Infrastructure to Support Educational Scholarship: A Scoping Review on Author Development. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2023; 98:112-122. [PMID: 35921165 DOI: 10.1097/acm.0000000000004896] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/15/2023]
Abstract
PURPOSE Medical educators are expected to produce educational scholarship, which can lead to career advancement and promotion. Institutions have developed author development programs, which vary in duration, instructional approach, and effectiveness. However, no summation of the evidence exists for academic medicine leaders to use as guidance for building similar programs. This scoping review characterizes faculty development programs that support educational scholarship and author development in academic medicine. METHOD The authors searched PubMed, Scopus, Google Scholar, and ProQuest (Healthcare Administration Database and Social Science Premium Collection) for articles published from inception to June 14, 2021. Articles that described formal instruction on scholarly writing for publishing were included. Data were analyzed by program participation, structure, content delivery, and outcomes. RESULTS Of 923 articles identified, 20 met inclusion criteria. The included studies covered 18 unique programs of which 1 was sponsored jointly by a university and professional society, 5 by professional societies, 5 by university or medical school organizations, and 7 by medical departments. Nine programs relied at least in part on volunteers. Instructional approaches included didactics (7 programs) and mentoring (5 programs) but mostly featured group-based work (11 programs). Expectations for participants ranged from participation to manuscript submission. The main funding sources were grants (8 programs) and internal funds (7 programs) from the sponsoring institution. Only 4 programs reported participation fees. The impact of these programs included scholarly work products, other measures of career advancement, and participant perceptions. CONCLUSIONS Author development programs require resource investment and a culture that values educational scholarship. Workshops, 1-on-1 mentoring, and peer writing groups are cornerstones of the experiential learning approach needed to build scholarship skills and can pay dividends in supporting the academic mission in medicine. These findings may benefit leaders in academic medicine who want to develop evidence-based programs in author development.
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Affiliation(s)
- Michael W Cameron
- M.W. Cameron is a staff editor, Academic Medicine and MedEdPORTAL , Association of American Medical Colleges, Washington, DC; ORCID: https://orcid.org/0000-0002-2847-8802
| | - Lee N Crowther
- L.N. Crowther is a library specialist, Association of American Medical Colleges, Washington, DC; ORCID: https://orcid.org/0000-0003-3302-8651
| | - Grace C Huang
- G.C. Huang is dean for faculty affairs and associate professor of medicine, Harvard Medical School, Boston, Massachusetts, and editor-in-chief, MedEdPORTAL , Association of American Medical Colleges, Washington, DC; ORCID: https://orcid.org/0000-0003-2965-0341
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Intentional and unintentional benefits of minority writing accountability groups. Trends Microbiol 2022; 30:1015-1018. [PMID: 36030147 PMCID: PMC9561073 DOI: 10.1016/j.tim.2022.08.005] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2022] [Revised: 08/02/2022] [Accepted: 08/04/2022] [Indexed: 01/19/2023]
Abstract
A faculty position can be a balancing act. Many new faculty, particularly minorities, struggle due to a lack of mentorship. Writing accountability groups (WAGs) offer new faculty an opportunity to glean advice from mentors and improve their writing skills and enhance their career development in science, technology, engineering, and mathematics (STEM).
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Bourgault AM, Galura SJ, Kinchen EV, Peach BC. Faculty writing accountability groups: A protocol for traditional and virtual settings. J Prof Nurs 2022; 38:97-103. [PMID: 35042596 DOI: 10.1016/j.profnurs.2021.12.007] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2021] [Revised: 12/08/2021] [Accepted: 12/09/2021] [Indexed: 11/28/2022]
Abstract
Publishing is a measure of faculty performance, yet barriers often include getting started, time management, and difficulty finishing. Manuscript submissions also lack deadlines, which creates additional challenges. Writing accountability groups (WAGs) are associated with increased faculty writing productivity. The purpose of this paper is to provide an overview of WAGs, including the process, participants, writing productivity outcomes, benefits, challenges, and unintended consequences. To maintain our writing progress during the COVID-19 pandemic, we moved our WAG sessions to a virtual platform. Our WAG protocol (both face-to-face and virtual) is shared to help other faculty members or doctoral students implement writing accountability groups. We also advocate for hybrid WAG sessions to promote attendance. In addition to facilitation of scholarly writing and improved writing habits, our WAG created opportunities for scholarly communication and networking with colleagues.
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Affiliation(s)
- Annette M Bourgault
- University of Central Florida, College of Nursing, United States of America.
| | - Sandra J Galura
- University of Central Florida, College of Nursing, United States of America.
| | - Elizabeth V Kinchen
- University of Central Florida, College of Nursing, United States of America.
| | - Brian C Peach
- University of Central Florida, College of Nursing, United States of America.
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Weber-Main AM, Thomas-Pollei KA, Grabowski J, Steer CJ, Thuras PD, Kushner MG. The Proposal Preparation Program: A Group Mentoring, Faculty Development Model to Facilitate the Submission and Funding of NIH Grant Applications. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:53-61. [PMID: 34380935 DOI: 10.1097/acm.0000000000004359] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
This article describes the University of Minnesota Medical School Proposal Preparation Program (P3). P3 is designed to develop grant-writing skills for assistant professors preparing their first K- or R-series application to the National Institutes of Health (NIH). Three 4-month P3 cycles are conducted annually. For each cycle, a cohort of around 10 assistant professor participants and 5 regular faculty mentors meet for ten ~2-hour group sessions. Participants receive iterative oral and written feedback on their proposals in development within a small, interdisciplinary, group mentoring setting providing structure, accountability, guidance, and support. Between sessions, 1 peer and 1 mentor are assigned (on a rotating basis) to critique each participant's developing application. The sessions include a brief mentor-led presentation on a particular grant section followed by discussion of each participant's application conducted by the assigned reviewers. The cycle concludes with a mock NIH review session, in which each participant is matched with a University of Minnesota faculty content expert who critiques their completed application using NIH guidelines. In a survey sent to all past P3 participants as of 2018 (n = 194), 88% of respondents reported having submitted their P3-developed NIH grant, and 35% of these submitters reported funding success. A separate analysis of institutional data for all past P3 participants as of 2016 (n = 165) showed that 73% submitted at least 1 NIH proposal since completing P3 and that 43% of these had acquired NIH funding, for a combined total of $193 million in funding awarded. The estimated rate at which participants obtained funding for their P3-developed grant application (~35%) exceeds the national annual NIH grant funding rates (~20%) by approximately 50%. This article provides the practical information needed for other institutions to implement a P3-like program and presents a cost-benefit analysis showing the advantages of doing so.
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Affiliation(s)
- Anne Marie Weber-Main
- A.M. Weber-Main is associate professor, Department of Medicine, University of Minnesota Medical School, Minneapolis, Minnesota
| | - Kimberly A Thomas-Pollei
- K.A. Thomas-Pollei is adjunct assistant professor, Department of Medicine, University of Minnesota Medical School, Minneapolis, Minnesota
| | - John Grabowski
- J. Grabowski is retired professor, Department of Psychiatry, University of Minnesota Medical School, Minneapolis, Minnesota
| | - Clifford J Steer
- C.J. Steer is professor, Departments of Medicine and Genetics, Cell Biology and Development, University of Minnesota Medical School, Minneapolis, Minnesota
| | - Paul D Thuras
- P.D. Thuras is research associate, Department of Psychiatry, University of Minnesota Medical School, and health science specialist, Minneapolis VA Health Care System, Minneapolis, Minnesota
| | - Matt G Kushner
- M.G. Kushner is professor, Department of Psychiatry, University of Minnesota Medical School, Minneapolis, Minnesota
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Kwan PP, Sharp S, Mason S, Saetermoe CL. Faculty writing groups: The impact of protected writing time and group support. INTERNATIONAL JOURNAL OF EDUCATIONAL RESEARCH OPEN 2021; 2:100100. [PMID: 35199058 PMCID: PMC8863135 DOI: 10.1016/j.ijedro.2021.100100] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Faculty at teaching institutions carry high teaching loads, leaving little time to write manuscripts or grant applications, let alone getting them published or awarded. This manuscript describes the impact of protected writing time for faculty at a higher education, teaching institution who committed to focused, uninterrupted writing time on a weekly basis and exchanged writing challenges and tips with colleagues. A mixed methods approach was used to assess the impacts of the writing group which found increased productivity (manuscripts and publications, proposals and grants) and sense of a research community with enhanced structural knowledge, camaraderie, and morale.
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Affiliation(s)
- Patchareeya P. Kwan
- Department of Health Sciences, California State University Northridge, 18111 Nordhoff Street, Northridge, CA 91330, United States
| | - Shannon Sharp
- Center for Research Evaluation, University of Mississippi, United State
| | - Sarah Mason
- Center for Research Evaluation, University of Mississippi, United State
| | - Carrie L. Saetermoe
- Department of Psychology, California State University Northridge, United States
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Winnie K, Jackson JT, Ledford CJW. Writing Rounds: An Innovation to Increase Physician Scientific Dissemination. PRIMER (LEAWOOD, KAN.) 2021; 5:34. [PMID: 34841209 PMCID: PMC8612585 DOI: 10.22454/primer.2021.178789] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Many high-quality studies presented at conferences never reach the peer-reviewed literature, most likely because physician authors do not take the next step to fully write up the studies and submit them to a journal. We evaluated a curriculum designed to equip authors with the practical skills to submit research projects to peer-reviewed publication. METHODS We designed a mixed asynchronous-synchronous longitudinal curriculum, occurring across 4 months via a virtual platform. To evaluate the curriculum, we tracked process and production outcomes and conducted semistructured interviews with participants following participation. RESULTS Across two cohorts in 2019, nine participant authors completed the curriculum. Seven participants submitted their studies for publication; two were accepted. In interviews with eight participants, participant authors described the value of the program, expressing intention to participate again and to recommend it to colleagues. CONCLUSION Through a coach-directed writing group, participant authors developed the skills and confidence needed to prepare and submit scientific manuscripts for peer review. Curriculum maintenance and enhancement is ongoing. We plan to scale up this innovation in support of other university departments and medical disciplines, developing an implementation guide to describe needed elements, including technological platforms, qualities of the coach, author recruitment, and group conduct.
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Affiliation(s)
- Kirsten Winnie
- Department of Family Medicine, Uniformed Services University of the Health Sciences | and Travis Air Force Base Family Medicine Residency, Travis AFB, CA
| | - Jeremy T Jackson
- Henry M. Jackson Foundation, Bethesda, MD | and Military Primary Care Research Network, Uniformed Services University of the Health Sciences, Department of Family Medicine, Bethesda, MD
| | - Christy J W Ledford
- Department of Family Medicine, Uniformed Services University of the Health Sciences, Bethesda, MD
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Chai PR, Carreiro S, Chapman BP, Boyer EW, O'Laughlin KN. Federal Funding in Emergency Medicine: Demographics and Perspectives of Awardees. West J Emerg Med 2020; 21:304-312. [PMID: 32191187 PMCID: PMC7081857 DOI: 10.5811/westjem.2019.12.45249] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/20/2019] [Accepted: 12/08/2019] [Indexed: 11/11/2022] Open
Abstract
INTRODUCTION Emergency physicians face multiple challenges to obtaining federal funding. The objective of this investigation was to describe the demographics of federally-funded emergency physicians and identify key challenges in obtaining funding. METHODS We conducted a retrospective database search of the National Institutes of Health (NIH) Research Portfolio Online Reporting Tool (NIH RePORTER) to collect data regarding the distribution and characteristics of federally-funded grants awarded to emergency medicine (EM) principal investigators between 2010-2017. An electronic survey was then administered to the identified investigators to obtain additional demographic data, and information regarding their career paths, research environment, and perceived barriers to obtaining federal funding. RESULTS We identified 219, corresponding to 51 unique, mentored career development awardees and 105 independent investigators. Sixty-two percent of investigators responded to the electronic survey. Awardees were predominantly White males, although a larger portion of the mentored awardee group was female. Greater than half of respondents reported their mentor to be outside of the field of EM. The most common awarding institution was the National Heart Lung and Blood Institute. Respondents identified barriers in finding adequate mentorship, time to gather preliminary data, and the quality of administrative support. CONCLUSION The last five years have showed a trend toward increasing grants awarded to EM investigators; however, we identified several barriers to funding. Initiatives geared toward support and mentorship of junior faculty, particularly to females, minorities, and those in less heavily funded areas of the country are warranted.
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Affiliation(s)
- Peter R Chai
- Brigham and Women's Hospital, Department of Emergency Medicine, Boston, Massachusetts.,Harvard Medical School, Department of Emergency Medicine, Boston, Massachusetts.,The Fenway Institute, Boston, Massachusetts.,Massachusetts Institute of Technology, The Koch Institute for Integrated Cancer Research, Cambridge, Massachusetts
| | - Stephanie Carreiro
- University of Massachusetts Medical Center, Department of Emergency Medicine, Division of Medical Toxicology, Worcester, Massachusetts
| | - Brittany P Chapman
- University of Massachusetts Medical Center, Department of Emergency Medicine, Division of Medical Toxicology, Worcester, Massachusetts
| | - Edward W Boyer
- Brigham and Women's Hospital, Department of Emergency Medicine, Boston, Massachusetts.,Harvard Medical School, Department of Emergency Medicine, Boston, Massachusetts.,The Fenway Institute, Boston, Massachusetts
| | - Kelli N O'Laughlin
- University of Washington, Department of Emergency Medicine, Seattle, Washington.,University of Washington, Department of Global Health, Seattle, Washington
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