A Competency-Guided Approach to Optimizing a Physician-Scientist Curriculum

Estrada, Lourdes; Williams, Megan A.; Williams, Christopher S.

doi:10.1007/s40670-022-01525-w

Cited by 7 publications

(6 citation statements)

References 13 publications

(19 reference statements)

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“…In response, several graduate programs are adapting lessons learned from undergraduate medical education (UME), exploring the use of competency attainment, measured by milestone assessments, to determine whether the student has acquired the core competencies critical to scientific training and career success during their PhD training ( Verderame et al, 2018 ). Similar to efforts graduate (PhD) competencies, a recent report suggests a framework for physician-scientist competencies relevant for MD/PhD training programs ( Estrada et al, 2022 ). Competency-based graduate medical education (GME) could shorten time to degree for select individuals and provide some much-needed guidance to faculty and trainees alike.…”

Section: Potential Interventionsmentioning

confidence: 99%

A global view of the aspiring physician-scientist

Williams

Rathmell

Carethers

et al. 2022

eLife

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Physician-scientists have epitomized the blending of deep, rigorous impactful curiosity with broad attention to human health for centuries. While we aspire to prepare all physicians with an appreciation for these skills, those who apply them to push the understanding of the boundaries of human physiology and disease, to advance treatments, and to increase our knowledge base in the arena of human health can fulfill an essential space for our society, economies, and overall well-being. Working arm in arm with basic and translational scientists as well as expert clinicians, as peers in both groups, this career additionally serves as a bridge to facilitate the pace and direction of research that ultimately impacts health. Globally, there are remarkable similarities in challenges in this career path, and in the approaches employed to overcome them. Herein, we review how different countries train physician-scientists and suggest strategies to further bolster this career path.

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Section: Potential Interventionsmentioning

confidence: 99%

A global view of the aspiring physician-scientist

Williams

Rathmell

Carethers

et al. 2022

eLife

Self Cite

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“…The pillars of the PSFP curriculum were focused on competencies in research and critical thinking along with career and professional development (Figure 2). The competencies selected for this curriculum were based upon the experience of program leadership and staff and literature aligned with early-career researcher [9][10][11] and physician-scientist [12][13][14] training programs. These competencies also address the specific areas of scientific mindset and belonging to the scientific community, as identified by CZ Biohub SF program directors.…”

Section: Curriculum and Deliverymentioning

confidence: 99%

“…The main competencies for the CZ Biohub SF PSFP are compared to lists of published competencies [12][13][14] for physician-scientist training. The CZ Biohub SF PSFP includes training for each of the competencies outlined in this literature, except for patient care clinical skills.…”

Section: Supplemental Figure 1 Comparison Of Czb Psfp Core Competenci...mentioning

confidence: 99%

“…Clinical care skills, though critically important for the physician-scientist, were addressed in each fellow's clinical hours and not in the curriculum of this program. *The comparison is organized using the categories defined in Estrada et al (2022) 12 as those competencies are comprehensive and concise, and are most similar to how we have conceptualized our own program competencies.…”

Section: Supplemental Figure 1 Comparison Of Czb Psfp Core Competenci...mentioning

confidence: 99%

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Training the next generation of physician-scientists: a cohort-based program for MD-only residents and fellows

Solvik

Schnoes

Nguyen

et al. 2022

Preprint

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Importance: Despite 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. Objective: To assess if a cohort-based training program for MD-only physician-scientists that includes didactic and experiential curricula favorably informs participants' scientific development. Design: The Chan Zuckerberg Biohub (CZB) Physician-Scientist Fellowship Program (PSFP) conducted a study from July 2020 to August 2022. Participants: 24 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). Exposures: The 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 Measures: Primary 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. Results: After 12 months, 94% reported satisfaction with the program and participants demonstrated increased confidence in research skills (mean [SD] pre vs. post, 3.79 [0.59] vs. 5.09 [0.42], P<0.01), confidence in career skills (4.00 [0.52] vs. 5.20 [0.38] P<0.01), personal identification as a researcher (4.71 [1.41] vs. 6.00 [1.33], P<0.01), and sense of belonging to a community of scientists (3.53 [1.40] vs. 5.75 [1.41] P<0.001). Conclusion and Relevance: Participants 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.

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“…And the consequence of this approach for students is a superficial understanding of the content and meaning of educational courses. It creates a "test-taking" mentality in students' learning [7]. erefore, how to make efficient use of extracurricular time, strengthen teachers' perception of ideological and political course itself, deepen students' knowledge of ideological and political course and understanding of the significance of ideological and political course, and study students' auxiliary learning methods in ideological and political course learning have become a new focus.…”

Section: Introductionmentioning

confidence: 99%

Markov Model-Based Learning Aid for Students’ Civics Course

Zang

Bai

2022

Mobile Information Systems

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Since the 19th National Congress, students’ ideological education has become more and more one of the national priorities, so the Civics course has become one of the essential compulsory courses for students at all stages of school and university, and the learning methods of Civics course have also become a hot issue of concern to students, which makes the learning process of supplementary learning methods very important. In this paper, a Markov model was developed to calculate the probability transfer matrix and predict the supplementary learning methods used by students. This paper also establishes a Markov model to predict the frequency of students’ online classroom learning at different stages, and it is found that, in the future, more and more students will use the Internet for their Civics course assisted learning; therefore, it is very important to establish a perfect Civics course online assisted learning platform, and this paper also puts forward some suggestions for establishing a Civics course online assisted learning system, which provides some methods for subsequent students’ Civics course learning. This paper also proposes some suggestions for establishing a web-assisted learning system for Civics courses and provides some methods for subsequent student learning in Civics courses.

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A Competency-Guided Approach to Optimizing a Physician-Scientist Curriculum

Cited by 7 publications

References 13 publications

A global view of the aspiring physician-scientist

A global view of the aspiring physician-scientist

Training the next generation of physician-scientists: a cohort-based program for MD-only residents and fellows

Markov Model-Based Learning Aid for Students’ Civics Course

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