293 - Outcomes of a Medical Education Scholarly Concentration Track for Pediatrics Residents and Fellows

Publication Number: 1279.293

Stephanie Tran, Stanford University School of Medicine, Menlo Park, CA, United States; Caroline Rassbach, Stanford University School of Medicine, Palo Alto, CA, United States; Sarah Hilgenberg, Stanford, Palo Alto, CA, United States; Peggy Han, Stanford University School of Medicine, Palo Alto, CA, United States; Elizabeth Stuart, Stanford University School of Medicine, Stanford, CA, United States; Lynne Huffman, Stanford University School of Medicine, Palo Alto, CA, United States; Becky Blankenburg, Stanford University School of Medicine, Stanford, CA, United States

Background: In order to build our clinician-educator workforce, several graduate medical education programs have initiated medical education tracks. However, literature is scarce regarding the implementation and evaluation of such tracks.

Objective: To evaluate outcomes of a medical education scholarly concentration track for pediatric residents and fellows, including self-efficacy, behavior change, and program satisfaction.

Design/Methods: We developed our Medical Education Scholarly Concentration in 2012 based on Kern's Curriculum Development and the conceptual framework of self-determination theory (competence, relatedness, and autonomy can lead to internal motivation). Residents and fellows participate in two 2-week block rotations with the following core topics: curriculum development, educational scholarship methods and analysis, leadership development, and career development. Trainees develop and implement their own medical education scholarly project through small group work with peer and expert mentors. We evaluated our program using mixed-methods, de-identified retrospective pre-/post-block surveys assessing participants' self-efficacy, behavior change, program satisfaction, and career plan. We utilized descriptive statistics, 2-tailed paired t-tests, and inductive thematic analysis with self-determination theory as a sensitizing concept. Stanford IRB approved this study.

Results: Sixty-eight trainees (50 residents and 18 fellows) participated in the program from 2020-2025 and 94% (64/68) completed the surveys. Participants found that all the sessions were useful (rated ≥ 3.4 out of 4 scale). There was statistically significant improvement in self-efficacy for all session learning objectives (p < 0.001) (Table 1). Participants highlighted that useful aspects of the program included building meaningful medical education communities and peer and faculty mentorship and identified actions they wanted to take as medical educators in the future (Tables 2-3).

Conclusion(s): A Medical Education Scholarly Concentration is a valuable program that can help improve self-efficacy in medical education topics, promote behavior changes, develop community, and foster interest in medical education scholarship and careers. Self-determination theory can be a useful model in building a medical education scholarly track in that participants identified internal motivation to complete scholarly projects with mentorship teams, utilize leadership skills in the clinical setting, and pursue future leadership and educational activities.

Table 1a: Retrospective Pre- vs. Post-Self-Efficacy Ratings on Overarching Goals; Table 1b: Retrospective Pre- vs. Post-Self-Efficacy Ratings on Session Learning Objectives
Note: Anchors are 1 = not at all confident, would need a coach to tell me exactly what to do; 2 = somewhat confident, would want to have a coach working with me; 3 = fairly confident, might want a coach to provide targeted advice or serve as a consultant; 4 = very confident, would not need a coach at all

Table 2: Areas of Self-Efficacy that Participants Identified They Developed in the Program in Relation to Self-Determination Theory


Table 3: Practices that Participants Intend to Change in the Future