Research/Academic Curriculum and Career Development
Our three-year training program involves an in-depth research experience. While we recognize that not all three-year fellows will pursue research as a long-term career, we strongly believe such research experiences are beneficial for all clinicians—especially academic clinicians. For example, meaningful participation in research fosters important critical thinking skills; and it provides a deeper understanding of the nature of scientific evidence, which is the foundation of medical practice.
The goals of our research training curriculum are (a) to provide all fellows with a solid understanding of the breadth and depth of endocrine research that drives the development of new and improved clinical treatments and (b) to prepare the interested fellow for a career in academic medicine that combines clinical activity and research. Importantly, a firm grounding in the fundamentals of endocrine research will be useful to the future clinician, educator, and investigator alike.
Mentoring and Career Development
Each fellow is assigned two faculty advisors upon entry into the program.
For three-year fellows, at least one of these advisors is a clinician and at least one is a researcher (MD, MD/PhD, or PhD). In addition, one career mentor is a more senior faculty member and the other is a more junior faculty member. The incoming fellow will meet with her/his two advisors within the first month of fellowship training. The advisors will begin to help fellows choose a research mentor and a research area that fits their interests. Thereafter, the advisors will meet with the fellows as needed, but at least twice a year throughout the fellowship. These two faculty advisors will, together with the fellow's research mentor, provide ongoing training guidance, discuss/formulate goals and future plans, and be a resource for problem solving as needed.
Two-year fellows will be assigned two clinical faculty advisors -- one a more senior faculty member and the other a more junior faculty member. Faculty advisors will provide ongoing training guidance, discuss/formulate goals and future plans, and be a resource for problem solving as needed.
In addition to the aforementioned faculty advisors, the Program Director (Dr. McCartney) also serves as a career advisor to all of the fellows. Thus, the fellow has rich mentorship throughout her/his fellowship training.
A major portion of the fellow’s time in the second and third years of training is dedicated to an endocrine- or metabolism-related research project (clinical or basic) under the guidance of her/his research mentor. Three-year fellows are expected to choose a research mentor and research area by October of their first year. To facilitate this, the faculty mentors present a brief outline of their ongoing research (clinical or basic) to the fellows in the setting of Fellows’ Introduction to Research (FIRE) meetings. These FIRE meetings are held in July and August of the first year. If a particular research area/mentor sparks the interest of a fellow, she/he will schedule a meeting with the respective faculty member to discuss possible research projects in more detail. The fellow chooses a research mentor/area in consultation with her/his career mentors and the Program Director. Once the fellow has chosen a research mentor, and thus the research area, the fellow is strongly encouraged (a) to attend the research mentor’s group meetings whenever possible and (b) to start sketching out a specific research project. This allows the fellow to prepare for the submission of individual fellowship applications at the beginning of the second year of training.
Fellows in the two-year, more clinically oriented fellowship will also engage in an academic research project, albeit on a smaller scale, with the ultimate aim being presentation at a research conference.
Research Fellowship Applications
Three-year clinical/research fellows are encouraged to apply for our
NIH T32 institutional training grant (Research
Training in Neuroendocrinology Program) toward the end of
her/his first year of fellowship. Fellows are expected to submit
applications for individual grant support (most commonly an NIH
F32 NRSA application) at the beginning of year two. The process of
designing a research plan and submitting an individual fellowship
application constitutes an important learning experience for fellows.
It is also an important step for those fellows planning to pursue an
academic career that includes future submission of larger grant
applications. To facilitate timely and successful fellowship grant
applications, fellows are given some time to work on their research
project during their first year, and clinical activities are markedly
reduced for 3 months at the end of the first year (i.e., May, June, and
July). Overall, this provides fellows with ample time to collect
preliminary data, formulate research plans, and construct a grant
application. The fellow's research mentor will be intimately involved
with this process. To support the grant writing process, the fellows
present the “Specific Aims” of their research plan in a Research in
Progress (RIP) discussion session circa April of their first year.
These RIP sessions are attended by faculty and fellows from the
division in addition to others from the University community with
interests in endocrine and metabolic research. We have found that this
forum provides the fellow with valuable feedback from a group of
experienced researchers. Importantly, failure to secure individual
grant funding will neither alter the training curriculum or research
experience for a three-year fellow; and in the absence of individual
grant funding, the fellow's support will continue to come from
institutional training grants and/or the division.
Fellows completing a two-year, more clinically oriented fellowship are not expected to submit applications for grant support.
Other Research-Related Activities
- Research in Progress (RIP) seminars: RIP sessions are held weekly and are given and attended by faculty, fellows, and graduate students pursuing research in endocrinology and metabolism. Recent and currently ongoing research is presented in an informal setting in which discussions are highly encouraged. This forum is a great opportunity for the fellows to learn about ongoing research at the University of Virginia and to practice presenting their own research. Each fellow is expected to present progress in her/his research project once a year, typically as part of the RIP seminar series.
- Research-Related Fellow Lectures: The fellowship didactic lecture series includes lectures on fellowship and early career grant applications, writing and presenting abstracts, writing research papers, and presenting research talks.
- Journal Clubs: Journal clubs for the fellows are held once a month and are organized by the fellows. For each meeting, assigned fellows choose articles of interest, including clinical and basic science manuscripts, and present them to their peers. Faculty members with expertise in the selected topic are asked by the presenting fellow to guide them during their preparation, and the faculty members routinely participate in the journal club discussions.
Career Development and Academic Projects for Two-Year Clinical Fellows
Two-year clinical fellows will be assigned two clinical faculty advisors upon entry into the program. The incoming fellow will meet with her/his two advisors within the first two weeks of fellowship training. Thereafter, the advisors will meet with the fellows as needed, but at least twice a year throughout the fellowship. These two faculty advisors will, together with the Program Director, provide ongoing training guidance, discuss/formulate goals and future plans, and be a resource for problem solving as needed. Thus, the two-year clinical fellow has rich mentorship throughout her/his fellowship training.
Two-year clinical fellows will be required to pursue an academic project during her/his fellowship. This will be conceived and pursued under the guidance of a dedicated faculty mentor. Examples of academic projects include a short-term clinical research project, an in-depth Quality Improvement project (i.e., more in-depth than the QI projects required of all fellows), etc. The academic project will begin in the first year, although the bulk of the project will be completed in the second year.