Redefining Scholarship in Graduate Medical Education

Understanding Your Contributions

Most of us were handed a definition of scholarship designed for physician researchers. However, the ACGME recognizes that scholarly activities span discovery, integration, application, and teaching. Non-physician leaders operate across all four every single day.

When you redesign an onboarding process and measure its outcomes, that is scholarship of application. When you synthesize data across your program portfolio into a GMEC report, that is scholarship of integration. When you develop a curriculum for new coordinators, that is scholarship of teaching. The work is there. The question is whether it is documented and disseminated.

The Barriers Are Real, But Not What You Think

Research consistently shows that “lack of time” is cited as a major barrier to scholarly output. However, it is rarely the top barrier. A 2022 Delphi study found the two greatest obstacles were not understanding the process from start to publication and not knowing how to access available institutional resources. Lack of time ranked third.

That matters because process literacy and systems navigation are core competencies of this role. You are already equipped. You just need a pathway.

Four Strategies That Work

1. Start with Existing Data

Begin with data you already own. Your fill rate trends, milestone patterns, accreditation outcomes, and program evaluation cycles are datasets waiting for a research question. You do not need to start from scratch. Turn the work you are already doing into something publishable or presentable.

2. Present Before You Publish

The conference abstract is a legitimate scholarly contribution. Submit to APPD, ACGME’s Annual Educational Conference, or FULGME’s own platform. Presenting gets your work into the community, connects you with potential collaborators, and builds momentum toward a full manuscript.

3. Build Your Community of Practice

Research on educational scholarship shows that communities of practice—small groups that meet regularly to generate research ideas, review analysis, and develop manuscripts—are among the most effective drivers of output for professionals who lack institutional research infrastructure. Your FULGME network is exactly this. Use it.

4. Write for Your Community

Blog posts grounded in evidence, workshop curricula, published perspectives, and brief reports are all valid forms of scholarly contribution. They also reach the people in the rooms you are already in. FULGME’s platform exists to publish exactly this kind of work.

The Structural Piece You Cannot Ignore

Individual strategy matters, but it operates inside institutional structures that either support or constrain scholarly output. If your professional development budget does not include conference attendance or writing time, that is a conversation worth having with your DIO or department chair. The ACGME has been explicit: coordinators are part of the GME leadership team. That language is your leverage.

Ask for protected time. Ask to be included in research conversations. Ask to co-author on projects where your operational expertise adds value. The data supports the ask, and the ask is overdue.

Your Work Belongs in Literature

The GME field is shaped by what gets written down and shared. For too long, the operational, administrative, and educational contributions of non-physician leaders have gone undocumented and uncredited. That changes when we write, present, submit, and publish.

FULGME was built for this. Submit your work. Share your innovations. Add your voice to a growing body of literature that finally reflects the full picture of what it takes to run excellent GME programs.

Your experience is evidence. Use it.

Ready to submit to FULGME? Visit fulgme.org/authors to learn about submission categories including original research, educational administrative innovations, perspectives, and brief reports.

Conclusion: Embracing Your Role in GME

As GME professionals, we have a unique opportunity to redefine scholarship within our field. By acknowledging our contributions and actively sharing them, we can elevate the role of non-physician leaders in graduate medical education.

Let us embrace this journey together. Your work matters. It deserves to be recognized, documented, and shared. Join the movement to ensure that all contributions to GME are valued and celebrated.

References

1. Dennis, L., Lennon, R., Rabago, D., & Sigal, A. (2022). Identifying the greatest perceived barriers to scholarly activity at an academic medical center using the Delphi method. Annals of Family Medicine, 20(Supplement 1), 2646.

2. Ince-Cushman, D., Thomas, A., Velez, I., & Skinner, M. (2022). Leveraging existing education innovations to establish a community of practice to promote medical education scholar development. Medical Education Online, 27(1).

3. O’Brien, J., et al. (2024). Evaluation of an educational scholarship fellowship program for health professions educators. BMC Medical Education, 24.

4. ACGME. (2024). Resources to support GME: Coordinators. ACGME Newsroom.

5. Gohre, B., Conlon, K., & Marks, K. (2025). Creation of the Forum for United Leaders in Graduate Medical Education (FULGME). Open Journal of Leadership, 14.