Jordan J 1,2, Coates WC 1,2, Clarke S 3, Runde D 4, Fowlkes E 4, Kurth J 5, Yarris L 6 1 Harbor-UCLA Medical Center, Torrance, CA 2 David Geffen School of Medicine at UCLA, Los Angeles, CA 3 University of California Davis Medical Center, Sacramento, CA 4 University of Iowa Hospitals and Clinics, Iowa City, IA 5 University of California Irvine School of Medicine, Irvine, CA 6 Oregon Health and Sciences University Medical Center, Portland, OR

CORD seeks to support educators in their scholarly pursuits Educators have reported being limited by: Time Funding Access to expertise Lack of mentorship Lack of reward Objective: To evaluate barriers educators face in performing scholarship and identify potential solutions

Study Setting and Participants EM core educators Study Design Online survey of multiple choice, short answer and 10 point rating scale items Data Analysis Descriptive statistics were reported Qualitative analysis of short answer items used a thematic approach

Response rate: 205/485 (42.3%) educators from 107 programs across the nation participated. Table 1. Demographic data N (%) GenderMale131/204 (64.2%) Age<3526/204 (12.7%) /204 (70.1%) /204 (17.2%) >650/204 (0%) Academic rankInstructor8/204 (3.9%) Assistant Professor104/204 (51.0%) Associate Professor62/204 (30.4%) Professor27/204 (13.2%) Other3/204 (1.5%) Fellowship trainingYes56/204 (27.5%)

Table 2. Characteristics of educators related to scholarship N (%) Formal training in research methodologyYes61/197 (31.0%) # of peer-reviewed education scholarship publications on CV0-5162/196 (82.7%) /196 (10.7%) /196 (2.6%) /196 (2.6%) >203/196 (1.5%) Types of peer reviewed education scholarship published in last 5 yearsResearch manuscript91/197 (46.2%) Full length non research manuscript49/197 (24.9%) Curriculum37/197 (18.8%) On-line lecture or instructional video25/197 (12.7%) None68/197 (34.5%) Other12/197 (6.1%) Has a mentorYes91/183 (49.7%)

*1= does not impact me at all, 10= greatly impacts me

Table 3. Time spent on job tasks Current mean hours/week ± SD Ideal mean hours/week ± SD Clinical duties22.0 ± ± 8.5 Administrative duties17.3 ± ± 7.5 Teaching7.5 ± ± 5.9 Research3.1 ± ± 5.3 Other scholarly work1.9 ± ± 3.4

80.7%(159/197) perform research, 69.8%(111/159) of those perform research in education. Barriers to research were lack of time, support, expertise, mentorship, funding, reward, challenges of adhering to scientifically rigorous methods, and achieving publication. Motivating factors to performing research:* Personal intellectual stimulation (7.57) To be a better teacher (6.91) To satisfy institutional requirements of promotion (5.77) Departmental recognition (5.26) National recognition (5.05) * (mean rating on 10 point scale); 1= does not motivate me, 10= extremely motivates me

Table 4. Strategies for Improvement N (%) What would help you achieve your research goals? Time, mentorship, advanced skillset, funding, collaboration, support staff, better infrastructure What skills would you like to acquire to advance your career? Research study design112/183 (61.2%) Scientific writing91/183 (49.7%) Qualitative analysis88/183 (48.1%) Quantitative analysis77/183 (42.1%) None25/183 (13.7%) Other8/183 (4.4%) How much time could you devote to faculty development for medical education research? Mean hours/year ± SD; [95% CI] 96.7 ± 136.8; [ ] Preferred format for skills learning?Online longitudinal course65/181 (35.9%) Longitudinal course at home institution61/181 (33.7%) Day long session at national meeting25/181 (13.8%) Advanced degree21/181 (11.6%) Other9/181 (5.0)

Multiple barriers to performing scholarship were identified and impact educators to varying degrees. Potential strategies for improvement were suggested. This information may inform interventions to help support educators in their scholarly pursuits.