title: Scholarly Concentration Program Development: A Generalizable, Data-Driven Approach.
abstract: Scholarly concentration programs-also known as scholarly projects, pathways, tracks, or pursuits-are increasingly common in U.S. medical schools. However, systematic, data-driven program development methods have not been described.
  
  
  
  The authors examined scholarly concentration programs at U.S. medical schools that U.S. News & World Report ranked as top 25 for research or primary care (n = 43 institutions), coding concentrations and mission statements. Subsequently, the authors conducted a targeted needs assessment via a student-led, institution-wide survey, eliciting learners' preferences for 10 "Pathways" (i.e., concentrations) and 30 "Topics" (i.e., potential content) augmenting core curricula at their institution. Exploratory factor analysis (EFA) and a capacity optimization algorithm characterized best institutional options for learner-focused Pathway development.
  
  
  
  The authors identified scholarly concentration programs at 32 of 43 medical schools (74%), comprising 199 distinct concentrations (mean concentrations per program: 6.2, mode: 5, range: 1-16). Thematic analysis identified 10 content domains; most common were "Global/Public Health" (30 institutions; 94%) and "Clinical/Translational Research" (26 institutions; 81%). The institutional needs assessment (n = 468 medical students; response rate 60% overall, 97% among first-year students) demonstrated myriad student preferences for Pathways and Topics. EFA of Topic preferences identified eight factors, systematically related to Pathway preferences, informing content development. Capacity modeling indicated that offering six Pathways could guarantee 95% of first-year students (162/171) their first- or second-choice Pathway.
  
  
  
  This study demonstrates a generalizable, data-driven approach to scholarly concentration program development that reflects student preferences and institutional strengths, while optimizing program diversity within capacity constraints.
authors: J. Burk-Rafel is a fourth-year medical student, University of Michigan Medical School, Ann Arbor, Michigan. P.B. Mullan is professor of medical education, Department of Learning Health Sciences, University of Michigan Medical School, Ann Arbor, Michigan. H. Wagenschutz is codirector, Paths of Excellence, and codirector for leadership, University of Michigan Medical School, Ann Arbor, Michigan. A. Pulst-Korenberg is a resident physician, Department of Emergency Medicine, University of Washington Medical Center, Seattle, Washington. E. Skye is codirector, Paths of Excellence, house director, M-Home Learning Community, and associate professor, University of Michigan Medical School, Ann Arbor, Michigan. M.M. Davis is professor of pediatrics, division head of Academic General Pediatrics, and director of the Smith Child Health Research Center, Ann and Robert H. Lurie Children's Hospital, Northwestern Feinberg School of Medicine, Chicago, Illinois.
authors: Jesse
authors: J
authors: Burk-Rafel
authors: Patricia B
authors: PB
authors: Mullan
authors: Heather
authors: H
authors: Wagenschutz
authors: Alexandra
authors: A
authors: Pulst-Korenberg
authors: Eric
authors: E
authors: Skye
authors: Matthew M
authors: MM
authors: Davis
mesh_terms: D035843:Biomedical Research / Q000193:education*; D003162:Competency-Based Education / Q000458:organization & administration*; D003479:Curriculum; D004501:Education, Medical / Q000458:organization & administration*; D006801:Humans; D016730:Program Development; D014481:United States