The Highly Structured Physician Scientist Training Program (PSTP) for Medical Students at the University of Pittsburgh.

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ID: 98298
2020
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Ranked #12 of 146 articles by views in Academic medicine : journal of the Association of American Medical Colleges

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Abstract
The University of Pittsburgh School of Medicine Physician Scientist Training Program (PSTP) is a 5-year medical student training program designed to prepare the next generation of MD-only physician-scientists engaging in preclinical research. This article provides an overview of the program, including the novel longitudinal structure and competency goals, which facilitate success and persistence in a laboratory-based physician-scientist career. The authors present data on 81 medical students accepted to the program from academic year 2007-08 through 2018-19. Extrinsic outcomes, such as publications, grant funding, and residency matching, indicate that PSTP trainees have actively generated research deliverables. A majority of eligible PSTP trainees have earned Howard Hughes Medical Institute (HHMI) Medical Research Fellow funding. PSTP students have produced a mean of 1.6 first-authored publications (median 1.0) and a mean of 5.1 total publications (median 4.0) while in medical school and have authored 0.9 publications per year as residents/fellows, excluding internship. Nearly 60% of PSTP students (26/46) have matched to top-10 National Institutes of Health (NIH)-funded residency programs in their specialty (based on Blue Ridge Institute rankings). PSTP alumni are twice as likely as their classmates to match into research-heavy departments and to publish first-authored papers. Results of a 2018 program evaluation survey indicate that intrinsic outcomes, such as confidence in research skills, significantly correlate with extrinsic outcomes. The program continues to evolve to maximize both scientific agency and career navigation skills in participants. This medical student PSTP model has potential to expand the pool of physician-scientist researchers in preclinical research beyond the capacity of dedicated MD-PhD and post-graduate training programs.
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steinman2020theacademic Use this key to autocite in the manuscript while using SciMatic Manuscript Manager or Thesis Manager
Authors Steinman, Richard A;Proulx, Chelsea N;Levine, Arthur S;
Journal Academic medicine : journal of the Association of American Medical Colleges
Year 2020
DOI
10.1097/ACM.0000000000003197
URL
Keywords
Innovation autonomy metacognition brain knowledge learning strategies self-knowledge

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