Implementation of a mentored scholarly project and corresponding research course at University of Maryland School of Medicine: 10 years of data showing improved scholarly productivity

Purpose Interest in research careers among medical graduates is decreasing, and fewer physicians report research as their primary work activity. This study examines the implementation of a required scholarly research course at the University of Maryland School of Medicine (UMSOM) and its impact on student research productivity. Method This observational study analyzed data from the UMSOM graduating classes of 2013 through 2022 (n = 1,526). Data on scholarly productivity during medical school were collected from the Electronic Residency Application Service. Undergraduate grade point average (GPA), Medical College Admission Test (MCAT) percentile, and demographic data were collected from the American Medical College Application Service. Scholarly productivity was modeled as a function of undergraduate GPA, MCAT percentile, and FRCT implementation status. Results Implementation of the FRCT is associated with a significant increase in medical students’ scholarly productivity during medical school. During the study, the per student mean increased from 0.75 to 2.22 for number of presentations, 0.56 to 1.65 for number of publications, and 0.17 to 0.59 for number of first-author publications. Likewise, the percentage of graduates with at least one publication increased from 29.4% to 68.8%, and the percentage of graduates with at least one first-author publication increased from 11.6% to 35.5%. Additional results show no significant change in the research productivity of MD-PhD students (who are exempt from the FRCT requirement) and no evidence of change in students’ research experience before matriculation at UMSOM. Conclusions These findings suggest that the implementation of a scholarly research requirement in the preclerkship phase of medical education at UMSOM contributes to increased student scholarly productivity.