Mapping the Education Researcher Trajectory: A Mixed Methods Exploration of Identity and Community in the GAMER Program

IMPORTANCE: Development of education researchers in physical therapy has been historically overlooked despite the success of clinical researcher development programs. The Grant writing and Mentorship in Education Research (GAMER) program addresses this gap by fostering education research capacity and professional identity formation among physical therapist educators. OBJECTIVE: The objective was to explore and describe the experiences, impacts, and outcomes of GAMER on education researcher development. DESIGN: A convergent parallel mixed methods design with emphasis on the qualitative component was employed. SETTING: This retrospective study was conducted following completion of the GAMER program, a 4-day immersive professional development initiative for physical therapist education researchers. PARTICIPANTS: Participants were 21 GAMER graduates from 4 cohorts (2018-2022) and 5 institutional sponsors who supported faculty attendance. INTERVENTION: GAMER is a 4-day intensive and immersive program designed to jumpstart the development of emerging physical therapist education researchers. The curriculum emphasizes social learning, intentional mentorship, and iterative scholarly work within a community of practice (CoP). MAIN OUTCOMES AND MEASURES: Outcomes were primarily derived using an inductive qualitative approach, interview data were coded and analyzed toward development of a conceptual framework. Quantitative data on scholarly achievements were comparatively integrated with qualitative findings to examine convergence, divergence, or expansion of qualitative findings. RESULTS: Participants described their GAMER experience as a developmental journey with 4 sequential phases: Contemplation, Preparation, The GAMER Experience, and Continuing the Journey. The program's impact extended well beyond traditional metrics, fostering professional identity and advocacy for education research, which participants attributed to the GAMER CoP and enacted curriculum. CONCLUSIONS: The GAMER program effectively supports the development of education researchers in physical therapy by providing a structured, immersive experience that promotes identity formation and community engagement. RELEVANCE: This study highlights the importance of targeted professional development programs like GAMER in advancing education research capacity and fostering a supportive community for emerging researchers.