Number
227
Name
Realigning Student Research Opportunities: A Collaborative Curriculum Redesign Across Academic Affairs
Date & Time
Sunday, June 7, 2026, 5:30 PM - 7:00 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Brittany Ange, Augusta University
Jennifer Tucker, Augusta University
Shilpa Brown, Augusta University
Andria Thomas, Augusta University
Leila Stallworth, Augusta University
Lashon Sturgis, Augusta University
Chris Fly, Augusta University
Carolyn Zahler-Miller, Augusta University
Michael Brands, Augusta University
Presentation Topic(s)
Curriculum
Description
PURPOSE
Despite strong student interest in research, many medical school curricula
offer limited structured opportunities to engage in mentored scholarship
before clerkships. This creates misalignment between when students are most
motivated to pursue research and when protected time is available. We aimed
to redesign our institution’s research pathway using principles of
developmental readiness, longitudinal mentorship, and integrated learning environments
to provide earlier, equitable access to meaningful research experiences.
METHODS
Using an iterative curriculum design process, we convened an
interdisciplinary leadership team that included the Vice Dean and leadership
from multiple Academic Affairs units, including Curriculum, Evaluation and
Accreditation, Student Affairs, Research, and Career Advising. This group
discussed barriers within the existing pathway and redesigned the structure
to create earlier, flexible opportunities for protected research. Guided by
principles of integrated curriculum design and longitudinal mentorship, the
team developed multiple timing options that provide structured research
preparation and protected time before clerkships.
RESULTS
Implementation will begin with the Class of 2029. Faculty indicate that the
redesigned structure will strengthen mentorship relationships and support
earlier integration of research, allowing for meaningful experiences and
research output before residency applications. Evaluation metrics, including
participation patterns across the four ARP options, scholarly output,
perceptions of preparedness, and residency-relevant outcomes will be
collected longitudinally.
CONCLUSIONS
Providing flexible timing options also acknowledges variations in student
readiness and offers expanded opportunities for students who wish to pursue
substantial research activity, including those willing to trade elective time
for protected research time. This approach can be especially valuable for
students targeting competitive specialties. Ongoing evaluation will guide
refinement of this model and inform broader conversations about integrating
research more effectively within the medical education curriculum.
Despite strong student interest in research, many medical school curricula
offer limited structured opportunities to engage in mentored scholarship
before clerkships. This creates misalignment between when students are most
motivated to pursue research and when protected time is available. We aimed
to redesign our institution’s research pathway using principles of
developmental readiness, longitudinal mentorship, and integrated learning environments
to provide earlier, equitable access to meaningful research experiences.
METHODS
Using an iterative curriculum design process, we convened an
interdisciplinary leadership team that included the Vice Dean and leadership
from multiple Academic Affairs units, including Curriculum, Evaluation and
Accreditation, Student Affairs, Research, and Career Advising. This group
discussed barriers within the existing pathway and redesigned the structure
to create earlier, flexible opportunities for protected research. Guided by
principles of integrated curriculum design and longitudinal mentorship, the
team developed multiple timing options that provide structured research
preparation and protected time before clerkships.
RESULTS
Implementation will begin with the Class of 2029. Faculty indicate that the
redesigned structure will strengthen mentorship relationships and support
earlier integration of research, allowing for meaningful experiences and
research output before residency applications. Evaluation metrics, including
participation patterns across the four ARP options, scholarly output,
perceptions of preparedness, and residency-relevant outcomes will be
collected longitudinally.
CONCLUSIONS
Providing flexible timing options also acknowledges variations in student
readiness and offers expanded opportunities for students who wish to pursue
substantial research activity, including those willing to trade elective time
for protected research time. This approach can be especially valuable for
students targeting competitive specialties. Ongoing evaluation will guide
refinement of this model and inform broader conversations about integrating
research more effectively within the medical education curriculum.