Recommended Citation
Marsh M, Wolf R, Halvorson E, McKenzie S. The Creation and Assessment of a Novel Faculty Development Program: Scholarship and Collaboration for Hospitalist Learners in Research (SCHOLAR). Presented at Scientific Day; May 20, 2026; Milwaukee, WI.
Abstract
Background/Significance:
With the rapid growth of Pediatric Hospital Medicine (PHM) and the growing number of PHM fellows requiring scholarship oversight, there is a critical need for PHM faculty who can supervise fellows in the execution of scholarly requirements. However, variation exists in faculty skill sets and available training for PHM fellows.
Purpose:
We developed and implemented a 1-year research program for fellows and junior faculty grounded in the four pillars of Boyer’s Model of Scholarship. Scholarly productivity and self-reflective, behavior-based assessments were evaluated before and after the program.
Methods:
A needs assessment of PHM faculty at four children’s hospitals within Advocate Health identified a desire to participate in scholarship but low self-perceived mastery, mirroring national data. We developed a longitudinal program with emphasis on adult learning theory which mirrored a step wise approach to research: scholarship of discovery. We recruited pediatric research experts for monthly didactics: scholarship of integration. These talks were coupled with pre-work and small group peer and near-peer mentoring sessions to apply knowledge learned to real-world problems: scholarship of application. Finally, we administered a validated behavioral instrument (the CARE inventory) prior to and 1 year following completion to assess course quality, relevance to learners, and academic productivity: scholarship of teaching and learning. We summarized data using descriptive statistics and tested for normality. Outcomes were compared using paired t-test or Mann-Whitney U for continuous variables and chi square for categorical variables. We used content analysis to review qualitative comments.
Results:
Five junior faculty members and five fellows were selected for a pilot cohort in 2024. Before and after the course, respondents identified the following barriers to scholarship success: lack of mentorship (38% vs 10%, p=0.12) and lack of skills (69% vs 40%, p=0.16). Positive ratings of scholarship satisfaction increased from 54% to 100%. There was an increase in scholarly productivity across all categories, with a statistically significant increase in number of oral presentations (p=0.04).
Conclusion:
A longitudinal research program for PHM fellows and junior faculty grounded in adult learning theory can increase scholarly productivity and satisfaction while reducing barriers to success. Future work will focus on expansion of participants and outcomes at the 2- and 5-year post-course timepoints.
Presentation Notes
Presented at Scientific Day; May 20, 2026; Milwaukee, WI.
Full Text of Presentation
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Document Type
Oral/Podium Presentation
The Creation and Assessment of a Novel Faculty Development Program: Scholarship and Collaboration for Hospitalist Learners in Research (SCHOLAR)
Background/Significance:
With the rapid growth of Pediatric Hospital Medicine (PHM) and the growing number of PHM fellows requiring scholarship oversight, there is a critical need for PHM faculty who can supervise fellows in the execution of scholarly requirements. However, variation exists in faculty skill sets and available training for PHM fellows.
Purpose:
We developed and implemented a 1-year research program for fellows and junior faculty grounded in the four pillars of Boyer’s Model of Scholarship. Scholarly productivity and self-reflective, behavior-based assessments were evaluated before and after the program.
Methods:
A needs assessment of PHM faculty at four children’s hospitals within Advocate Health identified a desire to participate in scholarship but low self-perceived mastery, mirroring national data. We developed a longitudinal program with emphasis on adult learning theory which mirrored a step wise approach to research: scholarship of discovery. We recruited pediatric research experts for monthly didactics: scholarship of integration. These talks were coupled with pre-work and small group peer and near-peer mentoring sessions to apply knowledge learned to real-world problems: scholarship of application. Finally, we administered a validated behavioral instrument (the CARE inventory) prior to and 1 year following completion to assess course quality, relevance to learners, and academic productivity: scholarship of teaching and learning. We summarized data using descriptive statistics and tested for normality. Outcomes were compared using paired t-test or Mann-Whitney U for continuous variables and chi square for categorical variables. We used content analysis to review qualitative comments.
Results:
Five junior faculty members and five fellows were selected for a pilot cohort in 2024. Before and after the course, respondents identified the following barriers to scholarship success: lack of mentorship (38% vs 10%, p=0.12) and lack of skills (69% vs 40%, p=0.16). Positive ratings of scholarship satisfaction increased from 54% to 100%. There was an increase in scholarly productivity across all categories, with a statistically significant increase in number of oral presentations (p=0.04).
Conclusion:
A longitudinal research program for PHM fellows and junior faculty grounded in adult learning theory can increase scholarly productivity and satisfaction while reducing barriers to success. Future work will focus on expansion of participants and outcomes at the 2- and 5-year post-course timepoints.
Affiliations
Advocate Children's Hospital, Atrium Health Wake Forest Baptist