Journal of Clinical and Translational Science

Poor retention of physician-scientists in the work force is a major impediment to progress in biomedical research, and the leaky pipeline of junior physician-scientists was exacerbated after the COVID-19 pandemic. We report the results of a multi-institutional survey aimed at assessing hiring practice patterns among academic deans and department chairs, with 34 responses before and 70 responses after the COVID-19 pandemic. We found that private institutions tend to provide greater startup support across all areas of research, including basic science, translational, and clinical arenas, with NIH funding and publication volume predicting the level of support. We found that half of respondents provide research RVUs. The COVID-19 pandemic adversely impacted the availability of supplemental internal funding and bridge funding, which catalyzed institutions to support junior faculty through endowments. Yet, we found that junior faculty had to rearrange clinical schedules to increase clinical productivity. We also found that childcare policies were more robust at private institutions. These data highlight hiring practices across a cohort of academic deans and department chairs to improve transparency of the hiring process for junior faculty candidates approaching their first independent position. Providing greater transparency in hiring practices can help physician-scientist trainees find a good fit for their faculty position and can help stave off attrition from this pipeline.

Abstract Objective: Physician-scientists are a diminishing subset of the pediatrician work force, uniquely trained to advance child health through scientific discovery. The current financial landscape of academic medical centers makes traditional resource-intensive training programs untenable. Continued renewal of this critical pediatric workforce requires new resource-efficient methodologies. Thus, we evaluated the impact of the NICHD supported Vanderbilt K12 program, a personalized, intensive training program. Study Design: We tracked academic outcomes for scholars with K12 appointments between January 2015 and December 2022. Our primary outcome was receipt of a mentored career development award (K08 or K23). Successful transition from mentored to independent NIH funding (K to R transition) was used as a secondary outcome. Academic outcomes for faculty participating in a large, institutional training program, the Vanderbilt Faculty Research Scholars program (VFRS), served as a comparison cohort. A complementary qualitative evaluation of the K12 program was performed. Results: K12 scholars earned career development awards (73%) at an equivalent rate to VFRS faculty (71%) and transitioned K to R funding at equivalent rates, 45% of K12 scholars compared to 50% for VFRS. Qualitative analysis demonstrated K12 scholars valued a personalized training program that incorporated self-efficacy and adaptability, key tenets of Social Cognitive Career Theory. Conclusion: Personalized physician-scientist training programs may enhance efficient utilization of research resources in Pediatric academic departments and serve as a viable alternative to traditional programs. Our qualitative evaluation suggests scholar self-efficacy and adaptability can be achieved through a personalized training program.

BackgroundStudent-run clinics (SRC) serve a unique role in healthcare by addressing the needs of underserved communities while providing medical students hands-on learning experiences. The Houston Outreach Medicine Education and Social Services (HOMES) Clinic is a SRC and a program of Healthcare for the Homeless - Houston that provides medical care to individuals experiencing unstable housing in Houston, Texas. Amid a growing shortage of primary care physicians in the United States, understanding factors that influence specialty choice is critical. This study aimed to explore whether volunteering at HOMES Clinic is associated with an increased likelihood of matching into primary care specialties. MethodsThis study used a retrospective cohort design of HOMES Clinic volunteers from 2014-2025. Students who volunteered at HOMES Clinic represented the exposure group (n=1,157), while non-volunteers served as the reference group (n=3,666). The primary outcome was the association between volunteering and matching into primary care specialties. Secondary outcomes included residency program rank, in-state residency placement, and induction into the Alpha Omega Alpha and Gold Humanism Honor Societies. ResultsHOMES Clinic volunteers matched into primary care specialties at a 7.5% higher rate than non-volunteers (p=1.3x10-5; OR=1.38; 95% CI = 1.20-1.59). Conversely, HOMES volunteers showed a 5.3% lower proportion of students who matched into surgical specialties (p=8.9x10-4; OR=0.76; 95% CI = 0.65-0.89). Volunteers also showed a modest association with matching into higher-ranked residency programs (p<0.05) and had 25% higher odds of Alpha Omega Alpha induction and 41% higher odds of Gold Humanism Honor Society induction. ConclusionsVolunteering at HOMES Clinic showed a positive association with matching into primary care specialties. This trend likely reflects both self-selection of students interested in primary care and the influence of SRC experience on shaping student residency specialty choices. Our results provide insights into how medical schools and SRCs foster the development of the next generation of primary care physicians.

ImportanceDespite the importance of clinician-scientists in propelling biomedical advances, the proportion of physicians engaged in both hypothesis-driven research and clinical care continues to decline. Recently, multiple institutions have developed programs that promote MD-only physicians pursuing careers in science, but few reports on the impact of these are available. ObjectiveTo assess if a cohort-based training program for MD-only physician-scientists that includes didactic and experiential curricula favorably informs participants scientific development. DesignThe Chan Zuckerberg Biohub (CZB) Physician-Scientist Fellowship Program (PSFP) conducted a study from July 2020 to August 2023. Participants24 inaugural program participants at UCSF and Stanford University (median postgraduate year at program start, 5.5; 17 clinical specialties represented; 10 [42%] identified as female; 7 [29%] identified as underrepresented in medicine). ExposuresThe CZB PSFP is a selective two-year career development program for MD-only physicians. Participants attended a two-week immersive training at the program outset, and subsequently, weekly curricular and scientific meetings throughout the program while conducting research. Main Outcomes and MeasuresPrimary outcome measurements included pre-, 1-month, and 12-month assessments of confidence in research skills, career skills, and self-identification as scientists. Program satisfaction and feedback related to program curriculum and community were collected at 1 month, 6 months, and 12 months. ResultsAfter 12 months, 100% (N=16) reported satisfaction with the program and participants demonstrated increased confidence in research skills [median (IQR), 4.0 (2.5-5.0) pre-bootcamp to 5.5 (4.0-6.0) 12-mo], career skills significantly increased [median (IQR), 4.0 (4.0-5.0) pre-bootcamp to 5.5 (5.0-6.0) 12-mo], perceptions of belonging significantly increased [median (IQR), 4.0 (2.5-5.4) pre-bootcamp to 5.5 (5.1-7.0) 12-mo], and scientific identity significantly increased [median (IQR), 5.0 (4.0-5.5) pre-bootcamp to 6.0 (5.5-7.0) 12-mo]. Conclusion and RelevanceParticipants demonstrated significant gains in confidence in core research and career skills as well as personal identification as scientists, demonstrating the efficacy of a longitudinal curriculum, peer support, and community building in fostering development as an investigator. The highly portable nature of this strategy may facilitate ready adoption and implementation at other institutions.

Improving diversity in U.S. Alzheimers disease (AD) research is a pressing need. By 2050, Hispanic and Latino Americans will comprise 30% of the population. Hispanics are 1.5 times more likely and Blacks are twice as likely to develop AD compared to Whites, yet both remain vastly underrepresented in clinical trials research. Aging and AD research mentorship of underrepresented STEM undergraduates is designed to promote entry into related professions by students committed to decreasing disparities in AD research participation and clinical care. The NIA-funded MADURA program recruited 93 students from backgrounds historically underrepresented in STEM majors and/or from NIH-defined disadvantaged backgrounds. Trainees were placed in aging/AD research labs and received weekly training and mentorship from faculty research PIs and other types of supervisors (postdoctoral researchers, graduate students, research assistant staff...) Our study examined student ratings of the program and mentor behaviors, using a program-specific survey and the Mentoring Competency Assessment-21 (MCA-21). Trainees were highly satisfied with both mentoring relationships and the overall program. Student rated MCA-21 competency areas were quite high for both P.I.s and other types of research mentors. However, there were striking differences in associations between competencies and relationship and program satisfaction, by mentor type. For PI mentors, no MCA-21 competencies were associated with relationship satisfaction, but five of six competencies were associated with relationship satisfaction for other mentor types. Similarly, no PI mentor competencies were significantly correlated with overall placement satisfaction, but all six competencies were correlated with overall placement satisfaction for other mentor types. The authors discuss the likelihood of differing student expectations of faculty PI versus other types of research mentors, recommendations for assessing role-specific student expectations (including functions primarily possible only for senior faculty PIs), and utilizing nearer-peer plus PI faculty mentors to comprehensively address the gamut of mentee needs.

Background: Recruitment of underrepresented populations, including Black and Hispanic populations, for Food is Medicine (FIM) and cardiovascular trials, may pose significant challenges. Methods: We implemented a multi-component recruitment approach for the THRIVE (AdapTive personalized dietitian coacHing and messaging with pRoduce prescrIptions to improVE healthy dietary behaviors) pilot trial to engage primarily Black and Hispanic adults in a Food is Medicine for hypertension intervention. The recruitment approaches included community engagement at approximately 40 community events (cultural festivals and neighborhood gatherings); partnerships with 8 community and faith-based service hubs and food distribution sites; recruitment through safety net primary care clinics, digital outreach via the study website, and social media campaigns; and direct recruitment at places of worship. We report lessons learned from the community engagement process, recruitment efficiency, representativeness, and retention outcomes. Results: Within 6 months, the enrollment target was exceeded by 40%, with an accrual index of 1.04. Over 1,000 individuals were reached through the direct-to-community engagement process, while faith-based partnerships engaged about 900 adults. There were 2,673 visits to the study webpage, and social media achieved 12,259 impressions with 399 clicks. About 95% of participants resided within 10 miles of the faith-based recruitment sites. Face-to-face engagement at the food distribution sites within faith-based organizations or community service hubs outperformed digital methods. Faith leader endorsements and follow-up in-person meetings (following unsuccessful email outreach) dramatically increased recruitment. Regarding retention, pre-randomization attrition was 6%, and 82% of participants completed the study. Conclusion: Culturally tailored, community-engaged recruitment grounded in faith-based and local community partnerships, was highly effective in engaging Black and Hispanic populations in this FIM cardiovascular trial. This provides a replicable model for implementing equitable and sustainable cardiovascular health interventions.

BackgroundAmid persistent structural barriers and recent national policy changes, early-career physician-scientists face mounting challenges that threaten the sustainability of the biomedical research pipeline in the United States. MethodsWe surveyed early career physician-scientists collecting demographic data, career development support, distribution of clinical and research responsibilities, funding, and perceived career challenges. The survey was distributed by email to the department chairs at 110 institutions in the United States. ResultsA total of 175 surveys were completed. About half 50.8% (n=89) of respondents received a career development award, with 28.9% of respondents reporting limited institutional/departmental support. The most reported challenges were balancing clinical, research, and educational responsibilities (72.5%, n=127); balancing work and family responsibilities (48%, n= 84); limited funding opportunities (48%, n=84); and under-compensation (34.3%, n=60). About 57.7% (n=101) of respondents had considered leaving academic medicine within the next two years, and 83.2% (n=139) indicated a >50% likelihood of doing so within five years. The most frequently cited reasons for attrition were funding challenges (72%, n=126), under-compensation (42.3%, n=74), feeling unhappy or stressed (40.6%, n=71), and burnout (37.7%, n=66). Furthermore, 43.9% (n=76) of respondents reported considering relocation outside the United States for better academic working conditions, and 10.4% (n=18) had already been contacted by institutions abroad. ConclusionEarly-career physician-scientists face substantial structural and financial challenges, with limited institutional support, high rates of burnout, and widespread intent to leave academia. These findings underscore an urgent need for sustained investment, targeted retention strategies, and policy reforms to stabilize and strengthen the physician-scientist workforce in the United States.

BackgroundDespite decades of calls for increased diversity in the health research workforce, disparities exist for many populations, including Black, Indigenous, and People of Color individuals, those from low-income families, and first-generation college students. To increase representation of historically marginalized populations, there is a critical need to develop programs that strengthen their path toward health research careers. High school is a critically important time to catalyze interest and rebuild engagement among youth who may have previously felt excluded from science, technology, engineering, and mathematics (STEM) and health research careers. MethodsThe overall objective of the MYHealth program is to engage high school students in a community-based participatory research program focused on adolescent health. Investigators will work alongside community partners to recruit 9th through 12th graders who self-identify as a member of a group underrepresented in STEM or health research careers (e.g., based on race and ethnicity, socioeconomic status, first generation college student, disability, etc.). MYHealth students are trained to be co-researchers who work alongside academic researchers, which will help them to envision themselves as scientists capable of positively impacting their communities through research. Implemented in three phases, the MYHealth program aims to foster a continuing interest in health research careers by developing: 1) researcher identities, 2) scientific literacy, 3) scientific self-efficacy, and 4) teamwork and leadership self-efficacy. In each phase, students will build knowledge and skills in research, ethics, data collection, data analysis, and dissemination. Students will directly collaborate with and be mentored by a team that includes investigators, community advisors, scientific advisors, and youth peers. DiscussionEach year, a new cohort of up to 70 high school students will be enrolled in MYHealth. We anticipate the MYHealth program will increase interest and persistence in STEM and health research among groups that have been historically excluded in health research careers.

Introduction: Academic health centers have invested in academies and related structures to promote health professions education (HPE) scholarship, yet many struggle to sustain vibrant scholarly communities. We aimed to identify lessons for building and sustaining scholarly communities that support HPE scholarship. Methods: Using a constructivist approach, we conducted a qualitative interview study in 2025 with leaders from across all four geographic regions of the U.S. Inclusion criteria required that participants direct an academy or other institutional structure intended to promote educational scholarship, and that they could speak to building and sustaining scholarly communities of practice in their local context. The Communities of Practice framework informed interview guide development and data interpretation. Interviews were audio-recorded, transcribed, de-identified, and analyzed using a six-phase thematic analysis process. Results: Twenty-one academy leaders described five interrelated forms of leadership work that shaped sustainable scholarly communities: (1) building foundations that legitimize educational scholarship by securing institutional investment, leadership buy-in, succession planning, and guiding frameworks; (2) cultivating scholarly sanctuary to counter isolation through psychologically safe, inclusive communities; (3) making scholarship feasible under constraints by creating low-barrier entry points, translating value to leaders, and addressing time, productivity, and infrastructure barriers; (4) tending growth through layered, incremental development, including cohort programs, consultation, mentoring, grants, and flexible participation; and (5) making educational scholarship visible and valued through recognition, dissemination, and outcome tracking. Discussion: Viewed through the Communities of Practice framework, the themes illuminate how leaders cultivated a shared domain of legitimate educational scholarship, a community of relational support, and a practice of tools, routines, and developmental infrastructure. The themes also reveal that sustainable communities of practice do not emerge from any single academy model, but from context-sensitive alignment of structure, culture, and incentives. Institutions seeking to strengthen HPE scholarship should invest in foundational resources, cultivate psychologically safe communities, adopt incremental growth strategies, and create pathways for recognition and dissemination that legitimize educational scholarship.

Importance: Physician-scientist careers depend on sustained research funding, protected time, and institutional resources. However, data on career-retention attitudes across career stages are limited. Objective: To characterize career intentions and associated research-environment factors among MD-PhD students and early-career physician-scientists. Design: Two independent, national cross-sectional surveys were conducted during nonoverlapping periods in 2025; MD-PhD applicant and matriculant trends were also examined. Setting: Medical schools and academic health centers in the United States. Participants: MD-PhD students and early-career physician-scientists (ECPS). Exposures: MD-PhD exposures included perceived institutional support, training-related mental health impact, and research disruption. ECPS exposures included institutional support, adverse funding-related wellbeing, and direct National Institutes of Health funding-process disruption. Main Outcome and Measures: Primary outcomes were consideration of leaving the physician-scientist pathway among MD-PhD students and consideration of leaving academic medicine or research among ECPS. Secondary outcomes included likelihood of staying in academic medicine, research-intensive career preference, and consideration for leaving the US to continue research. Results: Among MD-PhD programs confirmed to have distributed the survey, 838 student responses were received (estimated response rate of 19.3%); 175 ECPS responses were received, with no calculable individual-level response rate. Among MD-PhD students, 423 of 835 (50.7%) reported considering leaving the physician-scientist pathway; 712 of 837 (85.1%) reported a high likelihood of remaining in academic medicine, and 664 of 836 (79.4%) preferred a research-intensive career. Adequate institutional support was associated with lower odds of considering leaving (adjusted odds ratio [aOR], 0.28; 95% CI, 0.14-0.54) and higher odds of staying in academic medicine (aOR, 5.65; 95% CI, 2.91-10.98). Training-related mental health impact (aOR, 2.34; 95% CI, 1.72-3.19) and research disruption (aOR, 1.83; 95% CI, 1.35-2.48) were associated with greater odds of considering leaving. Among ECPS, 57.7% considered leaving, 52.6% reported a high likelihood of staying, and 42.9% considered leaving the United States to continue research. Adverse funding-related well-being was associated with considering leaving academic medicine (aOR, 3.13; 95% CI, 1.52-6.63) and leaving the United States to continue research (aOR, 5.29; 95% CI, 2.35-13.12). Conclusions and Relevance: Consideration of leaving was common despite continued interest in academic and research-intensive careers. Institutional support, adverse well-being, and research disruptions were associated with career intentions.

BackgroundEvidence supports the key role research mentors play in bolstering the success of early stage investigators (ESI). However, there are limited data about the impact of supplemental, cross-disciplinary career mentorship and professional development opportunities for ESIs seldom included during academic training. We assessed the perceived value of this approach among post-doctoral fellows and early career faculty who participated in a multi-component career mentoring program organized by the University of California, San Francisco Center for AIDS Research (UCSF CFAR). MethodsWe surveyed past program participants (2005-2020), assessing demographics, current career status, perceived impact of the program, and feedback on program elements. We performed thematic analysis on open-ended responses to explore program benefits. ResultsOf 146 program participants contacted, 102 responded (70% response rate). Over two thirds (65%) were female, and 38% self-identified as underrepresented minority (URM) investigators. A majority of respondents now dedicate >70% of their time to research. All would recommend the program to ESI colleagues, and over 80% reported that their CFAR mentors influenced their career trajectories in several ways, including help with grant writing, linkage to researchers sparking new collaborations, and support through personal challenges or navigating conflict with primary research mentors. While 90% of URM ESIs valued advice from CFAR mentors, only a third reported receiving specific support around challenges faced as minoritized investigators. ConclusionsA career mentoring program designed to complement the support offered by research mentors positively influenced the career trajectory of ESIs. Focused efforts are needed to support URM investigators who face ongoing structural barriers to success in academic settings.

Objectives: Electronic Health Records (EHRs) impose a significant time burden on physicians, often requiring work to be completed outside of scheduled hours. While this burden is well-documented, how it evolves throughout emergency medicine (EM) residency remains poorly understood. This study aimed to quantify EHR usage patterns, analyze the composition of after-shift work, and characterize the development of EHR efficiency across EM training. Methods: We conducted a retrospective cohort study of EM residents (postgraduate year [PGY] 1-4) using 5.5 years of EHR audit log data (2020-2025) at a single academic institution. We analyzed EHR time per new patient encounter, stratified by postgraduate year, and categorized activities into domains such as documentation, chart review, and orders. EHR work was measured both during and after scheduled shifts. Results: The analysis included 144 unique residents and 167,010 new patient encounters across 15,386 shifts. Encounter-attributed EHR time per encounter decreased by 52% from PGY-1 to PGY-4 (median 19.9 to 9.6 minutes, p<0.001), despite an 86% increase in patient volume per shift (median 7 to 13 encounters). This efficiency gain was driven primarily by a 69% reduction in documentation time (9.3 to 2.9 minutes), accompanied by shorter notes. After-shift work (EHR activity after the 9-hour clinical shift) was present in 89.9-94.4% of encounters. At the shift level, combined after-shift EHR time (encounter-attributed plus tracking board) was a median of 64.2 minutes per shift for PGY-1 and 104.2 minutes for PGY-4. Shift-level tracking board activity dominated the after-shift burden and increased with training (median 40.2 to 79.0 minutes per shift from PGY-1 to PGY-4). Conclusions: EM residents achieve substantial gains in on-shift EHR efficiency, with the largest reductions observed in documentation time, accompanied by shorter notes and faster input speed. However, a persistent after-hours workload, dominated by administrative and patient flow tasks, suggests that (at least at this single institution) system-level factors--not just individual skill--may contribute to this pattern. Monitoring these objective EHR metrics may help programs identify struggling learners and evaluate the impact of interventions aimed at improving resident well-being and workflow efficiency.

BackgroundPoor diet is the leading cause of global disability and premature death, contributing to 11 million deaths annually. Despite this, nutrition remains underemphasized in medical education, with over 70% of United States (U.S.) medical schools failing to meet the National Research Councils 1985 recommendation of 25 hours of nutrition training. In 2022, the U.S. House of Representatives passed a bipartisan resolution calling for meaningful nutrition education for health professionals. Amid this gap, unreliable media sources frequently shape patient nutrition knowledge rather than professional sources such as registered dietitians or licensed physicians. Strengthening interprofessional collaboration with nutrition professionals could enhance dietary counseling and patient care. MethodsIn response, one student implemented a pilot three-part clinical nutrition lecture series at the University of Miami Miller School of Medicine (UMMSM). Resulting student enthusiasm catalyzed the formation of a 50-member taskforce formed to expand and integrate nutrition longitudinally. A pre- and post-lecture survey around the first of three planned sessions (Npre = 98, Npost = 77) assessed knowledge, perceptions of nutrition training, and comfort with dietary counseling. ResultsKnowledge of evidence-based nutrition improved significantly (p < .001). Post-lecture, students reported greater confidence applying nutrition in clinical practice and increased interest in lifestyle medicine training (p < .001). ConclusionsThe first session enhanced students practical skills and understanding of nutritions role in health. This trajectory illustrates how even a small pilot can stimulate sustainable reform. We discuss key elements of an effective, multifaceted nutrition curriculum and propose a roadmap adaptable to other institutions.

IntroductionFood is Medicine (FIM) interventions, such as medically tailored meals, groceries, and produce prescriptions, are increasingly embedded in healthcare delivery. To inform future policy and practice, the American Heart Associations Healthcare by Food initiative supported pilot studies to test scalable FIM models. This manuscript compares two such pilots, NutriConnect (Washington University in St. Louis) and Makin Healthy Groceries (Louisiana Public Health Institute), using the RE-AIM framework to highlight cross-site lessons for design, delivery, and implementation. MethodsWe conducted a comparative analysis of two FIM trials. NutriConnect enrolled adults [&ge;]18 years recently discharged from Barnes-Jewish Hospital with diet-sensitive chronic conditions and food insecurity, randomizing participants to digital coupons, home-delivered produce boxes, and usual care. Makin Healthy Groceries enrolled adults [&ge;]50 years with uncontrolled hypertension at University Medical Center in New Orleans, randomizing participants to in-store debit vouchers or online grocery credits. Across both studies, we applied RE-AIM domains (Reach, Effectiveness, Adoption, Implementation, Maintenance) to examine participant characteristics, intervention delivery, operational challenges, and contextual facilitators. ResultsReach was constrained by digital barriers in both trials: NutriConnect participants struggled with email coupon redemption, while Makin Healthy Groceries online arm faced low digital literacy and payment concerns. Effectiveness data were collected through validated dietary questionnaires; full quantitative results will be reported separately. Adoption depended heavily on retail system readiness, NutriConnect benefited from tighter integration with the grocer, Schnucks, loyalty program, while Makin Healthy Groceries encountered gaps in staff training and voucher controls at the participating grocery. Implementation challenges included high staff burden for manual troubleshooting and rapid customization of digital platforms, though both studies demonstrated strong adaptive capacity. Maintenance challenges included high program costs and reliance on sustained funding, yet technical enhancements (e.g., automated coupon systems) showed potential for broader scalability. ConclusionThis comparison highlights the heterogeneity of FIM trial design and delivery, underscoring the importance of aligning interventions with participant behaviors, retail system readiness, and digital accessibility. Successful scale-up will require hybrid models that combine technology with human support, strong cross-sector partnerships, and sustainable reimbursement pathways. Insights from these pilots inform the next generation of equitable FIM implementation strategies.

Background Scientific mistrust contributes to lower participation and underrepresentation of Black Americans in genomics studies limiting understanding of how genomic variation and environmental exposures influence health disparities. Community-engaged research requires rebuilding scientific trust; however, there is a need for practical models that operationalize guidance for researchers without community-engaged research training. Therefore, we developed an educational intervention for genomics researchers initiating partnerships with Black American communities. Our intervention creates a bidirectional teaching environment that allows potential community and academic partners to discuss areas of expertise for each stakeholder, partnership perspectives and needs, while exploring modules related to genomics research and community-academic partnership. We report a novel and structured approach for prospective academic and community partners to mutually orient one another and assess partnership practicability. Methods Ten participants, recruited through established community channels, attended a four-hour workshop containing nine interactive modules about scientific mistrust, research safeguards, community-engaged research, genomics, and research for community-defined goals. We also experimented with humor to enhance engagement and trust. We used mixed-methods, single-arm research design and assessed feasibility through recruitment success and retention. Using inductive rapid thematic analyses, we assessed participant responses to eight workshop prompts. Preliminary quantitative data, used for descriptive purposes due to low sample size, were analyzed from pre- and post-Likert scale surveys assessing associations between the intervention and four domains, including scientific trust. Results All 10 enrolled participants completed the study, meeting a priori criteria of 100% for recruitment and show rate. Engagement was strongest during early workshop modules and declined in later modules. Survey data completeness was limited by missing responses. Survey instrument design limitations were identified for modification in future studies. Participants articulated expectations for partnership that aligned with community-based participatory research principles. Conclusions The intervention is feasible to deliver as a bidirectional educational experience in partnership with a community organization. The strongest implementation refinements needed were workshop duration, module prioritization, and survey instrument design, particularly the trust domain. A community advisory board is co-developing modules and refining the intervention to evaluate in a pilot version of the study with a larger sample.

Background As medical education transitions toward competency-based models, longitudinal programs emphasizing deliberate practice and repeated assessment are essential for mastery of complex concepts. Frequent formative assessment requirements, limited expert pools, and growing cohorts that outpace traditional infrastructure create substantial scalability constraints. Preceptorial programs, in which learners demonstrate mastery to expert educators, are particularly vulnerable. As enrollment expands, administrative demands for portfolio tracking, examination logistics, and case development fall disproportionately on the volunteer expert educators who sustain them. Objective We sought to implement a unified, zero-cost digital infrastructure to support scalable formative and summative assessment of a multi-center year-long mechanical ventilation preceptorial program while minimizing administrative burden for expert educators. Methods We implemented two complementary digital systems built on the Google ecosystem, requiring no institutional licensing or IT support. For formative tracking, we first deployed a standardized WP with defined milestone deadlines and a zero-cost automated tracking and reminder system. Completion of the fall milestone was compared between Fall 2024 (manual educator-dependent tracking and reminders) and Fall 2025 (standardized requirements plus automated tracking). For summative assessment, we also deployed an automatically graded multiple-choice case-based waveform examination (CBWE), operationalizing an expert-defined partial-credit scoring rubric. Results There was a 7.7-fold increase in the total number of waveforms submitted (194 images in Fall 2024 to 1498 images in Fall 2025). Portfolio submission rate rose from 45.6% (31/68 learners) in Fall 2024 to 68.5% (63/92 learners) in Fall 2025. Among learners who submitted their portfolios, the proportion submitting all required waveforms increased from 29.0% to 55.6%. Proof-of-concept automated CBWE grading confirmed scoring accuracy, eliminated 8.5 hours of manual grading per grader per cycle, generated item-level analytics, and demonstrated capacity for immediate individualized learner feedback. Conclusion A unified, zero-cost digital infrastructure addressed parallel administrative and content scarcity constraints limiting scalability of a national MV preceptorial program. By reallocating administrative burden away from expert faculty, these tools preserve the high-fidelity teaching relationship at the core of the preceptorial model while enabling it to operate at scale, ultimately providing a replicable model for competency-based assessment in diverse training environments.

To date, there are considerable delays in bringing academic innovations into clinical practice. In part, this is due to a lack of knowledge translation and communication between clinicians and scientists. While MD/PhD programs could bridge this gap, more inclusive and sustainable alternatives must be explored. In the United States, the Howard Hughes Medical Institute (HHMI) launched an initiative to create programs wherein graduate students would be exposed to clinical curricula and establish networks with health professionals. In this study, we aim to survey such programs in North America and identify key features. In our environmental scan, we analyzed the translational science training curricula of 28 American and 17 Canadian universities. We observed that 25 schools in the United States offered training in translational science at various degree levels (certificate, Masters, PhD, etc.) whereas only 4 Canadian institutions did so and primarily at a Masters level. From those programs, 5 American universities offered a multi-faceted training program that met at the intersection of courses, clinical mentorship, and networking opportunities compared to only 1 in Canada. Therefore, while we noted a growing interest in science translation programs in the United States, there is a current lack of such programs at Canadian institutions. Based on the need established by this environmental scan, we hope to establish a translational science certificate program at McGill University that fills this training void and paves the way for other universities across Canada.

IntroductionResidency applicants often evidence of Obstetrics and Gynecology (ObGyn) residency programs commitments to diversity, equity, and inclusion. Online peer-to-peer discussions suggest applicants evaluate program commitment to diversity, equity, and inclusion through formal and informal channels and share their insights and experiences to help each other form opinions about program culture. MethodsThe study team examined applicant descriptions of ObGyn residency programs using qualitative data collected from a public resource available on the social media platform, Reddit. Using an inductive approach, the team analyzed anonymous comments in a shared document called "2020-2021 OB GYN Residency Applicant Spreadsheet" housed within Reddit to better understand applicants experiences with and perceptions of US ObGyn residency programs. Codes were collectively determined and assigned to 731 unique comments; this paper focuses on the codes directly and indirectly related to diversity, equity, and inclusion as well as racism, discrimination, and bigotry. ResultsWe found that applicants used visual, verbal, and behavioral cues to analyze ObGyn residency programs. Students primarily used perceptions gained in program interview days, social events, faculty social media profiles, and program websites to decipher programs values and internal commitment to pursuing diversity, equity, and inclusion. ConclusionsThis study emphasizes the value applicants place on residency programs commitments to DEI. Programs that can clearly demonstrate their dedication to DEI principles are more likely to attract a diverse applicant pool that will become the future medical workforce. Programs can provide informative context related to DEI undertakings, reducing the risk that applicants will draw erroneous conclusions from partial information.

Objectives: To describe the current attitudes, behaviors, and perceived disciplinary norms related to open science practices among full-time pharmacy faculty in the US and to examine differences in attitudes and behaviors across pharmacy disciplines. Methods: In this cross-sectional study, the Center for Open Sciences Open Scholarship Survey modules on data sharing, code sharing, materials sharing, preregistration, preprints, and open access publishing were administered to a random sample of 3,200 faculty from the AACP Roster of Pharmacy Faculty as of February 2022. Individuals with at least a 0.8 full-time equivalent faculty appointment in pharmacy practice or one of the pharmaceutical sciences were eligible to participate. Results: Responses were obtained from 663 faculty (502 complete; 161 partial). The most positive attitudes were for open access publishing (overall mean [SD]: 4.1 [0.9]) with the lowest attitudes for study preregistration (3.2 [0.9]) and posting preprints (3.1 [1.1]). Statistically significant differences in attitudes across pharmacy disciplines were identified for data sharing, code sharing, and study preregistration. The most commonly reported open science practice was open access publishing (mean [SD], 27.7% [29.1%]). Study preregistration was the least common (mean [SD], 1.7% [7.0%]). After accounting for respondent and institutional characteristics, differences in open science behaviors were noted across pharmacy disciplines. Conclusion: This study provides a baseline assessment of faculty attitudes towards and engagement in open science practices among US pharmacy faculty. Given the relatively low frequency with which open science practices were reported, there is considerable room for improvement in the uptake of open science practices.

African American, American Indian and Alaska Native, Hispanic (or Latinx), Native Hawaiian, and other Pacific Islander groups are underrepresented in the biomedical workforce, which is one of the barriers to addressing cancer disparities among minority populations. The creation of a more inclusive biomedical workforce dedicated to reducing the burden of cancer health disparities requires structured, mentored research and cancer-related research exposure during the earlier stages of training. The Summer Cancer Research Institute (SCRI), a multicomponent 8-week intensive summer program funded under the Partnership between a Minority Serving Institute and a National Institutes of Health-designated Comprehensive Cancer Center. This study assessed whether students who participated in the SCRI Program report greater knowledge and interest in pursuing careers in cancer-related fields than their counterparts who did not participate in SCRI. Successes, challenges, and solutions in providing training in cancer and cancer health disparities research to improve diversity in the biomedical fields were also discussed.