Faculty mentor/PI email address
jim010@aol.com
Is your research Teaching and Learning based?
1
Keywords
Resident education; scholarly productivity; case report methodology; medical education systems; emergency medicine education
Date of Presentation
5-6-2026 12:00 AM
Poster Abstract
Background:
Many residency programs require scholarly output; however, consistent and high-volume production of posters and publications can be challenging. Anecdotal evidence from a variety of programs suggests variability in outcomes across programs, often influenced by differences in mentorship, structure, and available scholarly infrastructure.
Objective: To describe a reproducible, systems-based model for generating high-volume resident scholarly output through alignment of expectations, culture, infrastructure, and faculty engagement.
Methods and Conceptual Model: We outline a multi-domain framework derived from sustained programmatic experience, incorporating structural requirements, leadership alignment, cultural reinforcement, workflow standardization, and active faculty participation. The model is supported by practical tools including templated workflows, iterative feedback systems, and centralized tracking. This model may be best understood as a form of cognitive apprenticeship, in which residents learn scholarly practice through participation in a structured, socially reinforced system. Poster production represents the visible artifact of this apprenticeship.
Results (Observed Outcomes): Implementation of this model has resulted in high-throughput scholarly production, including the completion a poster per resident for many years. Some posters have become publications. Secondary outcomes include improved resident engagement, development of academic writing skills, and increased progression from poster to publication.
Conclusion: Resident scholarly productivity can be engineered through deliberate system design. Poster production functions not only as an academic output but as a formative process contributing to professional identity, skill acquisition, and long-term academic engagement.
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Disciplines
Medical Education | Medicine and Health Sciences | Scholarship of Teaching and Learning
A Systems-Based Approach to Supporting Resident Scholarly Productivity: Building a High-Throughput Academic Pipeline in Emergency Medicine Residency Training Through Poster Development Apprenticeship
Background:
Many residency programs require scholarly output; however, consistent and high-volume production of posters and publications can be challenging. Anecdotal evidence from a variety of programs suggests variability in outcomes across programs, often influenced by differences in mentorship, structure, and available scholarly infrastructure.
Objective: To describe a reproducible, systems-based model for generating high-volume resident scholarly output through alignment of expectations, culture, infrastructure, and faculty engagement.
Methods and Conceptual Model: We outline a multi-domain framework derived from sustained programmatic experience, incorporating structural requirements, leadership alignment, cultural reinforcement, workflow standardization, and active faculty participation. The model is supported by practical tools including templated workflows, iterative feedback systems, and centralized tracking. This model may be best understood as a form of cognitive apprenticeship, in which residents learn scholarly practice through participation in a structured, socially reinforced system. Poster production represents the visible artifact of this apprenticeship.
Results (Observed Outcomes): Implementation of this model has resulted in high-throughput scholarly production, including the completion a poster per resident for many years. Some posters have become publications. Secondary outcomes include improved resident engagement, development of academic writing skills, and increased progression from poster to publication.
Conclusion: Resident scholarly productivity can be engineered through deliberate system design. Poster production functions not only as an academic output but as a formative process contributing to professional identity, skill acquisition, and long-term academic engagement.
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