ArticleMedical education online2025
Academic research careers for medical doctors (ARC-MD): a five-year UC Davis training program to foster the next generation of physician-scientists.
Article in Medical education online, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Since the establishment of the Flexnerian model of medical education, single degree (MD) physician-scientists have significantly advanced biomedical research and clinical medicine. However, institutional emphasis has predominantly favoured dual-degree MD/PhD Medical Scientist Training Programs (MSTPs). Recognizing that many successful academic physician-scientists do not hold PhDs, there remains a critical need for structured research training and mentorship targeting single degree students. The University of California Davis School of Medicine developed the Academic Research Careers for Medical Doctors (ARC-MD) program as part of a broader institutional strategy to accelerate innovation, aligning closely with an institutional framework emphasizing thematic breadth and reciprocal interactions between basic and clinical departments. ARC-MD strategically integrates a five-year research-intensive pathway into the traditional four-year MD curriculum, annually enrolling 4-8 students. The program includes an introductory pre-matriculation course, a longitudinal curriculum spanning medical school, focused mentorship fostering interdisciplinary collaboration, a dedicated research year emphasizing reciprocal exchanges between clinical and basic science research, professional identity formation, and financial support through tuition scholarships and stipends. Since its inception in 2019, ARC-MD has enrolled 41 students and graduated two cohorts. Program evaluation surveys were administered in 2024 and 2025 across all five years of training. Student-reported research self-efficacy, measured using the Clinical Research Appraisal Inventory, was lowest among newly matriculating students (pre-program) and increased in subsequent years. Student-reported identity as physician-scientists and student assessments of mentors also showed overall improvement across training levels, though trajectories were not strictly linear.
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