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The changing field of academic medicine presents unique challenges for physician–scientists, who intricately weave the complexities of research and patient care. These challenges have significantly lengthened the time needed for scientific discoveries to be applied in clinical practice. In response to these escalating demands, the training trajectory for physician–scientists has notably expanded over recent decades. In anticipation of and preparation for future training requirements, the National Pediatrician-Scientist Collaborative Workgroup facilitated a series of convenings with a diverse array of stakeholders vested in physician–scientist training. The framework Strategic Foresight was used to explore possible future scenarios and develop strategic plans. Seven pivotal themes, termed “performance zones,” emerged from this endeavor: (1) revolution in education through technology-enhanced learning, (2) educational outcomes beyond content mastery, (3) artificial intelligence-empowered research portfolios and expansive networks, (4) evolution of high-performance inclusive, equitable, distributed, and agile teams, (5) evolution of antifragile systems, (6) a multiparadigmatic program of research, and (7) interdependence and commitments to a common agenda for collective impact. These identified zones underscore the imperative for physician–scientists to acquire novel skill sets essential for navigating the impending shifts in the health care landscape. These findings are poised to steer policy initiatives and educational advancements, fortifying the foundation for future physician–scientist training needs.
Burns et al. (Thu,) studied this question.