1. RESULTS CONCLUSIONS METHODS All post-doctoral psychiatry trainees at the JHU Bayview campus (site of the first year of the JHU psychiatry residency and site of multiple post-doctoral psychiatry research fellowships) were invited to participate in a quarterly career development seminar series. A committee of four faculty members (2 PhD researchers and 2 MD clinical scientists) generated a list of topics for the seminars. Seminar topics included first year residents’ clinical case presentations, a junior MD clinical scientist’s presentation of his research career trajectory, and a junior PhD researcher’s presentation on how to work with a statistician After the final seminar, all participating trainees (N=11) completed an anonymous survey of 12 items regarding their attitudes toward the series, including items such as: “Meetings were helpful in achieving the overall goal of exposure to psychiatric research (for interns) and clinical care (for other trainees).” First year psychiatry residents completed four additional survey items, including an item on the impact of the series on their academic career interest: “I am more interested in an academic research career.” The survey also provided a prompt for free narrative comments. In addition, all trainees participated in an open discussion about the series and trainee comments were recorded by one of the course instructors Responses (range 1-5) on the survey items shared by first year resident physicians (n=5) and other trainees (n=6) were compared using standard statistical method All post-doctoral psychiatry trainees at the JHU Bayview campus (site of the first year of the JHU psychiatry residency and site of multiple post-doctoral psychiatry research fellowships) were invited to participate in a quarterly career development seminar series. A committee of four faculty members (2 PhD researchers and 2 MD clinical scientists) generated a list of topics for the seminars. Seminar topics included first year residents’ clinical case presentations, a junior MD clinical scientist’s presentation of his research career trajectory, and a junior PhD researcher’s presentation on how to work with a statistician After the final seminar, all participating trainees (N=11) completed an anonymous survey of 12 items regarding their attitudes toward the series, including items such as: “Meetings were helpful in achieving the overall goal of exposure to psychiatric research (for interns) and clinical care (for other trainees).” First year psychiatry residents completed four additional survey items, including an item on the impact of the series on their academic career interest: “I am more interested in an academic research career.” The survey also provided a prompt for free narrative comments. In addition, all trainees participated in an open discussion about the series and trainee comments were recorded by one of the course instructors Responses (range 1-5) on the survey items shared by first year resident physicians (n=5) and other trainees (n=6) were compared using standard statistical method PGY-1 Response to an Academic Career Development Seminar Series M. Chisolm, G. Smith, M. Stitzer, C. Lyketsos Johns Hopkins University School of Medicine Department of Psychiatry and Behavioral Sciences Baltimore, Maryland The authors report no conflict of interest for this study Results from this project of a novel academic research career development seminar series for a combined group of post-doctoral research and physician trainees suggest that such a seminar series is appealing to all trainees and may increase young physicians’ interest in academic research careers These results will assist in the refinement of the series and in the development of further career development curricula within the JHU psychiatry department. They may also serve as a practical guide for other departments interested in creating an academic career seminar series for post-doctoral trainees at JHU and other universities The project also provides a background for further investigations of effective graduate medical education interventions for increasing physician interest in academic research careers Results from this project of a novel academic research career development seminar series for a combined group of post-doctoral research and physician trainees suggest that such a seminar series is appealing to all trainees and may increase young physicians’ interest in academic research careers These results will assist in the refinement of the series and in the development of further career development curricula within the JHU psychiatry department. They may also serve as a practical guide for other departments interested in creating an academic career seminar series for post-doctoral trainees at JHU and other universities The project also provides a background for further investigations of effective graduate medical education interventions for increasing physician interest in academic research careers INTRODUCTION Despite huge gains in biomedical discovery, and high demand for well-trained physician scientists in academic settings, concerns have persisted for decades about the paucity of new physician clinical scientists and their lack of success in receiving and sustaining research supported by the National Institutes of Health compared to their non-physician peers 1,2 From 1964-2004, the number of physician investigators applying for first R01 grants showed little net change 3 and, during this period, physician scientists consistently experienced higher rates of attrition and failure, even after receiving a first R01 grant 3 As a first step towards attracting more young physicians to academic research careers, a quarterly career development seminar series was initiated for all post-doctoral psychiatry trainees at Johns Hopkins University’s (JHU) Bayview campus. Rather than including only post-doctoral research fellows as is typically done in such programs, 4 first year residents physicians were invited to participate as well. To evaluate seminar series satisfaction in all post-doctoral psychiatry trainees and academic research career attitudes in first year psychiatry residents after participating in the seminar series, a survey was developed and administered at the end of the seminar series The primary aim of this report is to provide qualitative and quantitative information regarding first year residents’ response to an academic career development seminar series The secondary aims are to measure attitudes of all trainees towards the series, and to compare attitudes of first year psychiatry residents and post-doctoral research fellows It was hypothesized that first year psychiatry residents would be as satisfied with the career development series as the post-doctoral fellows, and would endorse increased interest in academic research careers after exposure to the seminar series Despite huge gains in biomedical discovery, and high demand for well-trained physician scientists in academic settings, concerns have persisted for decades about the paucity of new physician clinical scientists and their lack of success in receiving and sustaining research supported by the National Institutes of Health compared to their non-physician peers 1,2 From 1964-2004, the number of physician investigators applying for first R01 grants showed little net change 3 and, during this period, physician scientists consistently experienced higher rates of attrition and failure, even after receiving a first R01 grant 3 As a first step towards attracting more young physicians to academic research careers, a quarterly career development seminar series was initiated for all post-doctoral psychiatry trainees at Johns Hopkins University’s (JHU) Bayview campus. Rather than including only post-doctoral research fellows as is typically done in such programs, 4 first year residents physicians were invited to participate as well. To evaluate seminar series satisfaction in all post-doctoral psychiatry trainees and academic research career attitudes in first year psychiatry residents after participating in the seminar series, a survey was developed and administered at the end of the seminar series The primary aim of this report is to provide qualitative and quantitative information regarding first year residents’ response to an academic career development seminar series The secondary aims are to measure attitudes of all trainees towards the series, and to compare attitudes of first year psychiatry residents and post-doctoral research fellows It was hypothesized that first year psychiatry residents would be as satisfied with the career development series as the post-doctoral fellows, and would endorse increased interest in academic research careers after exposure to the seminar series Overall seminar series satisfaction for all trainees ranged from 3.6-4.6 with mean (SD) of 4.1 (0.3) on a 1-5 scale, with 5:most positive. Satisfaction was not dependent on trainee status: there was no significant difference between first year psychiatry residents satisfaction with the form and content of the seminar series compared to post-doctoral research fellows (p=.93). Mean satisfaction for first year residents and post-doctoral research fellows was 4.2 (0.3) and 4.0 (0.3), respectively One trainee, a post-doctoral research fellow, provided additional written comments, including “I really appreciate the effort that is being put into this training experience. I feel very fortunate to have this opportunity…” The open group discussion generated several additional comments, including one by a resident who valued “seeing the research questions that can be generated from clinical care” Report of increased interest in an academic research career after exposure to the series for the first year psychiatry residents ranged from 3.3-5.0 with mean of 4.0 (0.8) Overall seminar series satisfaction for all trainees ranged from 3.6-4.6 with mean (SD) of 4.1 (0.3) on a 1-5 scale, with 5:most positive. Satisfaction was not dependent on trainee status: there was no significant difference between first year psychiatry residents satisfaction with the form and content of the seminar series compared to post-doctoral research fellows (p=.93). Mean satisfaction for first year residents and post-doctoral research fellows was 4.2 (0.3) and 4.0 (0.3), respectively One trainee, a post-doctoral research fellow, provided additional written comments, including “I really appreciate the effort that is being put into this training experience. I feel very fortunate to have this opportunity…” The open group discussion generated several additional comments, including one by a resident who valued “seeing the research questions that can be generated from clinical care” Report of increased interest in an academic research career after exposure to the series for the first year psychiatry residents ranged from 3.3-5.0 with mean of 4.0 (0.8) REFERENCES 1.Healy B. Innovators for the 21st century: Will we face a crisis in biomedical-research brainpower? N Engl J Med. 1988;319:1058-1064 2. Wyngaarden JB. The clinical investigator as an endangered species. N Engl J Med. 1979;301:1254-1259 3.Dickler HB, Fang D, Heinig SJ, Johnson E, Korn D. New physician-investigators receiving national institutes of health research project grants: A historical perspective on the "endangered species". JAMA. 2007;297:2496-2501 4. Reynolds CF, Martin C, Brent D, Ryan N, Dahl RE, Pilkonis P, Marcus MD, Kupfer DJ. Postdoctoral clinical-research training in psychiatry: A model for teaching grant writing and other research survival skills and for increasing clarity of mentoring expectations. Acad Psychiatry. 1998 22(3):190-196 1.Healy B. Innovators for the 21st century: Will we face a crisis in biomedical-research brainpower? N Engl J Med. 1988;319:1058-1064 2. Wyngaarden JB. The clinical investigator as an endangered species. N Engl J Med. 1979;301:1254-1259 3.Dickler HB, Fang D, Heinig SJ, Johnson E, Korn D. New physician-investigators receiving national institutes of health research project grants: A historical perspective on the "endangered species". JAMA. 2007;297:2496-2501 4. Reynolds CF, Martin C, Brent D, Ryan N, Dahl RE, Pilkonis P, Marcus MD, Kupfer DJ. Postdoctoral clinical-research training in psychiatry: A model for teaching grant writing and other research survival skills and for increasing clarity of mentoring expectations. Acad Psychiatry. 1998 22(3):190-196