Journal of Osteopathic Medicine, 2025/11, 125(11):539–545. doi: 10.1515/jom-2025-0041, type of study: pretest posttest design

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Keywords:

covid-19 [140]
curriculum [301]
osteopathic medicine [2110]
pretest posttest design [240]
research [484]
Scholar 12 [1]
USA [1752]
virtual learning [17]

Abstract:

Context The coronavirus disease 2019 (COVID-19) pandemic necessitated a rapid transformation in medical education and research. Online learning became the standard to supplement in-person training and maintain accreditation requirements. Scholar 12 was constructed from the Scholar Series foundational lectures and a Master of Science in Medical Education thesis into a comprehensive research development platform accessible to all learners and institutions (https://scholar12.org). Objectives The objectives of this study were to involve students and faculty in a free, interactive virtual platform to address osteopathic literature deficits and scholarly activity criteria, promote new generational learning of research skills, build scholarly culture, and to employ Scholar 12 in a group-mentor research poster project to encourage osteopathic medical student participation in osteopathic-focused research. Methods A blinded, multi-campus, optional presurvey was digitally administered to third-year osteopathic medical students, prior to completing the Scholar 12 program, in collaboration with junior faculty mentors, during their Geriatrics/Osteopathic Principles and Practices (OPP) core rotation. Students self-reported their research skill competency relevant to each learning unit, on a 5-point Likert scale, before and after completing Scholar 12. Additional survey questions assessed the efficacy of the group mentor model and the quantity of further research presentations. Results Students’ self-reported research skill competency scores significantly improved (p=4.53 × 10e−8) after completion of Scholar 12, in comparison of the composite presurvey (n=1,800, 75.0 % response rate) vs. postsurvey responses (n=1,200, 50.0 % response rate), over four academic years (2020–24). Poster presentations for institutional research day grew an average of 166 % per academic year, after the introduction of Scholar 12, from 40 posters in 2019–2020 to 278 posters in 2023–2024. Conclusions The successful Scholar 12 implementation into a medical school curriculum demonstrated sustainable institutional scholarly activity growth through four consecutive academic years. Scholar 12 offers an accessible research learning platform relevant to undergraduate and graduate medical education objectives.