Building a program of research in medical education: recommendations from the professional literature.

Medical educators are increasingly expected to engage in impactful scholarship. However, many struggle to progress beyond isolated studies toward developing cohesive, sustainable programs of research that establish scholarly identity and contribute meaningfully to the field. Although literature exists on faculty development and individual research projects, comprehensive guidance for building a unified research trajectory in medical education remains limited. This narrative review aimed to identify and synthesize recommendations from the professional literature on developing a program of research in medical education. Searches of PubMed, MEDLINE, and Web of Science for English-language publications from January 2005 to April 2024 used terms such as 'medical education,' 'program of research,' and 'research productivity.' Twenty-five articles meeting inclusion criteria - including empirical studies, reviews, and perspectives offering practical guidance - were reviewed and analyzed thematically. Eight key strategies emerged for building a research program: (1) defining a focused program of research around core questions; (2) aligning research with institutional priorities to leverage support and resources; (3) grounding inquiries in theoretical and conceptual frameworks to enhance rigor; (4) transitioning from isolated studies to a cohesive research agenda; (5) identifying and securing resources, including mentorship and funding; (6) disseminating work strategically to maximize impact; (7) cultivating mentorship and collaborative networks; and (8) sustaining momentum while mitigating burnout risks. Despite these insights, significant gaps remain, including the lack of empirically tested frameworks specific to building programs of research in medical education and limited understanding of how these strategies apply across diverse institutional or cultural contexts. Developing a program of research in medical education requires deliberate focus, strategic alignment, and collaborative engagement. The synthesized recommendations offer practical pathways for educators aiming to enhance scholarly identity and productivity. Future research should explore the implementation and effectiveness of these strategies across varied settings to advance faculty development and the field's scholarly impact.