The Johns Hopkins Physician-Scientist Training Program to Enhance Institutional Retention and Entry Into Academic Positions: An Evaluation of Program Effectiveness and Outcomes

Jordina Rincon-Torroella; James Feghali; Albert Antar; Tej D Azad; Antony Rosen; Roy C Ziegelstein; Paul B Rothman; Kathleen H Burns; Jessica L Bienstock; Andrea L Cox; Chetan Bettegowda

doi:10.1097/ACM.0000000000005748

The Johns Hopkins Physician-Scientist Training Program to Enhance Institutional Retention and Entry Into Academic Positions: An Evaluation of Program Effectiveness and Outcomes

Acad Med. 2024 Apr 29. doi: 10.1097/ACM.0000000000005748. Online ahead of print.

Authors

Affiliations

¹ J. Rincon-Torroella is a neurosurgery resident, Physician-Scientist Training Program scholar, and NINDS R25 awardee, Department of Neurosurgery, Johns Hopkins University, Baltimore, Maryland; ORCID: https://orcid.org/0000-0003-4798-8231.
² J. Feghali is a neurosurgery resident, Department of Neurosurgery, Johns Hopkins University, Baltimore, Maryland; ORCID: https://orcid.org/0000-0001-7168-4751.
³ A. Antar is a medical student, Johns Hopkins University School of Medicine, Baltimore, Maryland; ORCID: https://orcid.org/0000-0002-3169-8873.
⁴ T.D. Azad is a neurosurgery resident, Physician-Scientist Training Program Scholar, and a prior NIH TL1 Clinical Training Scholar, Department of Neurosurgery, Johns Hopkins University, Baltimore, Maryland; ORCID: https://orcid.org/0000-0001-7823-4294.
⁵ A. Rosen is Mary Betty Stevens Professor, Department of Medicine, Rheumatology Division, and vice dean for research, Johns Hopkins University, Baltimore, Maryland ORCID: https://orcid.org/0000-0002-8374-4763.
⁶ R.C. Ziegelstein is Sarah Miller Coulson and Frank L. Coulson, Jr. Professor, Department of Medicine, Cardiology Division, The Mary Wallace Stanton Professor of Education, and vice dean for education, Johns Hopkins University School of Medicine, Baltimore, Maryland; ORCID: https://orcid.org/0000-0001-7671-1501.
⁷ P.B. Rothman is former dean of medical faculty, Johns Hopkins University School of Medicine, and former chief executive officer, Johns Hopkins Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland; ORCID: https://orcid.org/0000-0002-7484-1326.
⁸ K.H. Burns is professor, Department of Pathology, Harvard Medical School, and chair, of Department of Oncologic Pathology, Dana-Farber Cancer Institute, Boston, Massachusetts; and former professor and director, Physician-Scientist Training Program, Johns Hopkins University, Baltimore, Maryland; ORCID: https://orcid.org/0000-0003-1620-3761.
⁹ J.L. Bienstock is professor, Department of Gynecology and Obstetrics, and senior associate dean for graduate medical education, Johns Hopkins University School of Medicine, Baltimore, Maryland; ORCID: https://orcid.org/0000-0001-7862-4559.
¹⁰ A.L. Cox is professor, Department of Medicine, Infectious Disease Division, and associate director, Physician-Scientist Training Program, Johns Hopkins University, Baltimore, Maryland; ORCID: https://orcid.org/0000-0002-9331-2462.
¹¹ C. Bettegowda is Jennison and Novak Families Professor, Department of Neurosurgery, and director, Physician-Scientist Training Program, Johns Hopkins University, Baltimore, Maryland; ORCID: https://orcid.org/0000-0001-9991-7123.

PMID: 38683902
DOI: 10.1097/ACM.0000000000005748

Abstract

Purpose: The Johns Hopkins Physician-Scientist Training Program (PSTP) was implemented to overcome well-documented challenges in training and retaining physician-scientists by providing physician-scientist pathway training for residents and clinical fellows. The program's core tenets include monthly seminars, individualized feedback on project proposals, access to mentors, and institutional funding opportunities. This study evaluated the effectiveness and outcomes of the PTSP and provides a framework for replication.

Method: A query of institutional demographic data and bibliometric variables of the PSTP participants (2017-2020) at a single academic medical center was conducted in 2021. In addition, a voluntary survey collected personal and program evaluation information.

Results: Of 145 PSTP scholars, 59 (41%) were women, and 41 (31%), 8 (6%), and 6 (5%) of scholars self-identified as Asian, Hispanic, and Black, respectively. Thirty-three (23%) scholars received PSTP research support or career development microgrants. Of 66 PSTP graduates, 29 (44%) remained at Johns Hopkins as clinical fellows or faculty. Of 48 PSTP graduates in a post-training position, 42 (88%) were in academia, with the majority, 29 (76%), holding the rank of assistant professor. Fifty-nine of 140 available participants responded to the survey (42% response rate). The top-cited reason for joining the PSTP was exposure to mentors and administration (50/58 respondents, 86%), followed by seeking scholarly opportunities (37/58 respondents, 64%). Most scholars intended to continue a career as a physician-scientist.

Conclusions: The PSTP provides internal research support and institutional oversight. Although establishing close mentor-mentee relationships requires individualized approaches, the PSTP provided structured academic pathways that enhanced participating scholars' ability to apply for grants and jobs. The vast majority continued their careers as physician-scientists after training. In light of the national evidence of a "leaky physician-scientist pipeline," programs such as the PSTP can be critical to entry into early academic career positions and institutional retention.