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Scholar 12 longitudinal outcomes: osteopathic research development application to facilitate scholarly activity during the pandemic and beyond

  • Marija J. Rowane ORCID logo EMAIL logo , Kevin A. Thomas , Travis M. Smith , Mark A. Terrel , Michael P. Rowane and Robert W. Hostoffer ORCID logo
Published/Copyright: June 4, 2025
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Journal of Osteopathic Medicine
From the journal Journal of Osteopathic Medicine Volume 125 Issue 11

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.

Keywords: COVID-19 pandemic; medical education; research skill competency; Scholar 12; scholarly activity; virtual learning

The global pandemic of coronavirus disease 2019 (COVID-19) prompted a swift evolution in medical education, scholarly activity, and clinical training. Medical education programs transitioned to online resources to supplement in-person training and maintain accreditation requirements [1], [2], [3], [4], [5], [6], [7], [8], [9], [10], [11], [12], [13], [14], [15], [16], [17], [18], [19]. This demand for effective virtual learning platforms compounded the perpetual osteopathic literature deficit and expectations to meet the Commission on Osteopathic College Accreditation (COCA) and the Accreditation Council for Graduate Medical Education (ACGME) scholarly activity criteria in osteopathic undergraduate and graduate medical education (undergraduate medical education [UME], graduate medical education [GME]), respectively [20], [21], [22], [23].

Scholarly activity became an increased focus of osteopathic medical education standards entering the year of the pandemic, as stated in the 2019 COCA “Accreditation of Colleges of Osteopathic Medicine: COM Continuing Accreditation Standards,” the 2020 ACGME “Common Program Requirements” for residency and fellowship, and the 2020 ACGME-focused revision on “Osteopathic Recognition Requirements [20], [21], [22], [23].” Multiple strategic plans were proposed, without measurable tools for implementation, to address the insufficient research knowledge and skills, opportunities, curricular infrastructure, funding, and faculty training impeding scholarly growth in osteopathic medical education [24], [25], [26], [27]. The Centers for Osteopathic Research and Education (CORE), an educational consortium involving six colleges of osteopathic medicine (COMs) and 27 affiliated community hospitals, implemented a summer preclinical research experience, research orientation, research rotation electives, conference travel funding, and a research education office to address barriers in funding and the lack of foundational research knowledge. Brannan [27] cited increased scholarly products at one COM involved in CORE but acknowledged continued challenges with establishing focused research and quality improvement (QI) initiatives at community hospitals and enhancing faculty mentors’ and graduate medical trainees’ research skill competency. Onishi et al. [28] reported positive qualitative feedback from the Badges Program, initially designed as a self-directed research module for its Physical Medicine and Rehabilitation residents. Residents earned a figurative educational badge at the completion of each task or objective on a flexible timeline, accumulated to a virtual certification of completion rewarded at the conclusion of the checklist. Scholar 7, successfully implemented by Peppers et al. [29] at a regional community hospital, offered 2-h workshops guiding residents, fellows, and faculty in the step-by-step process of producing scholarly work. Scholar 7 was followed by Scholar four and Scholar Specific, guiding learners from the conception of a testable query to its presentation and manuscript publication. The journal Scholar: Pilot and Validation Studies provided Scholar Series’ learners with a peer-reviewed platform supportive of preliminary studies and special interest topics [29].

The emergence of the COVID-19 pandemic motivated a wealth of remote learning models and rotation adaptations [1], [2], [3], [4], [5], [6], [7], [8], [9], [10], [11], [12], [13], [14], [15], [16], [17], [18], [19]. However, few publications discussed transformations in research learning and development [1], 2]. Noorali et al. [1] reported significant self-assessed fundamental research skill improvement, after offering four live, virtual workshops accessible to medical students across Pakistan. Cortes-Rodríguez et al. [2] shared students’ confidence in research skill development and overall positive feedback from its revised 2020 summer research internship, when pandemic restrictions obliged a transition from bench and bedside research to distance secondary research opportunities. Donohue et al. [3] assessed significant improvement in 16 students’ revised quality improvement knowledge application tool (QIKAT-R) scores from before to after engagement in a 4-week, virtual curriculum on QI. The students designed and presented their own QI projects relevant to their hospital systems’ response to the pandemic [3]. However, the challenges of pandemic restrictions obliged a solution beyond small-scale institutional initiatives. Medical education in the United States lacked a free, universally accessible, and sustainable research development platform. The Scholar Series professional research development lectures and a Master of Science in Medical Education thesis culminated into Scholar 12, a free, interactive virtual platform designed for the osteopathic medical community, accessible to all learners and institutions. A pilot study on the expedited beta trial of Scholar 12 at a COM, before it launched in Fall 2020, demonstrated statistically significant improvement in anonymous pre-vs. post-Scholar 12 surveys on self-assessed research skill competency [30]. Lake Erie College of Medicine (LECOM) implemented Scholar 12 into its virtual Geriatrics/Osteopathic Principles and Practices (OPP) core rotation, beginning in Fall 2020, to provide a comprehensive, research learning course and guide the development of an osteopathic-focused meta-analysis (Figure 1). This longitudinal study followed the research competency and scholarly product evolution of Scholar 12 learners through consecutive academic years at the multi-campus COM, to demonstrate accessibility and application to all institutional remote learning needs during a pandemic and beyond.

Figure 1: Scholar 12 application integration into the LECOM Geriatrics/OPP curriculum, for completion of an assigned poster presentation on an osteopathic-focused meta-analysis. LECOM, Lake Erie College of Osteopathic Medicine; OPP, Osteopathic Principles and Practices.
Figure 1:

Scholar 12 application integration into the LECOM Geriatrics/OPP curriculum, for completion of an assigned poster presentation on an osteopathic-focused meta-analysis. LECOM, Lake Erie College of Osteopathic Medicine; OPP, Osteopathic Principles and Practices.

Methods

Scholar 12 was implemented into the virtual Geriatrics/OPP core rotation, beginning in Fall 2020 (Figure 1). Anonymous surveys on self-assessed research skill competency were collected prior to and after completion of Scholar 12 (Appendices A and B), during the academic years 2020–21, 2021–22, 2022–23, and 2023–24. These multi-campus, blinded surveys were exempt from Institutional Review Board (IRB) review and not applicable to clinical trial registry. Informed consent was not applicable for anonymized survey data collection. No funding was involved in this study. No participant compensation was provided for voluntary survey completion.

Survey and group-mentor model design

Third-year LECOM osteopathic medical students were invited by administrative faculty to complete an optional, anonymous survey via SurveyMonkey® prior to Scholar 12 (Appendix A). The survey applied a 5-point Likert scale for students to self-assess competency, from “very unfamiliar” (1) to “very familiar” (5), in 12 distinct research skill competencies relevant to each Scholar 12 Unit. Students were then directed to the Scholar 12 website-based application (https://scholar12.org) to register as a new user for the Units and Blog Forum. Faculty mentors were provided administrative access to evaluate students’ progress in completing Units and moderating Blog Forum communications. Small groups, averaging five to six team members, were assigned a LECOM faculty mentor or junior faculty from an allergy/immunology fellowship program with Osteopathic Recognition. Groups were encouraged to identify their osteopathic topic of interest, delegate team members to specific sections of their Osteopathic Research Poster Project, and complete the Scholar 12 Units, within the first two weeks of their four-week rotation. Faculty mentors reviewed initial PowerPoint® poster presentation drafts during the third week of the rotation. Revised posters were submitted to faculty mentors by the fourth week of the rotation. Students were required to submit posters to an institutional research day and encouraged to present elsewhere or pursue publication.

Students were again invited to complete an optional, anonymous SurveyMonkey® survey self-assessing research skill competencies, at the conclusion of the academic year, after completion of Scholar 12 (Appendix B). Additional survey questions applied a 5-point Likert scale to score the efficacy of the group mentor model from “very ineffective” (1) to “very effective” (5). Students were invited to share research presentations, awards, or publication pursuits, beyond required participation in an institutional research day. Additional comments on students’ understanding of the scholarly activity and/or research were welcomed.

Scholar 12 website-based application design

Each Scholar 12 Unit, from “Laddered Mentorship” to “Case Presentation” (Table 1), involves a learning question, objectives, lecture video, journal article reading(s), and writing reflection(s) (Figure 1). Learners are directed to share writing reflections on the Scholar 12 Blog Forum. Completion of each unit is required, before proceeding to the next unit. Each unit allowed between two and six weeks maximum for completion. Learners and faculty administrators are granted access to the Scholar 12 Blog Forum to securely communicate throughout their development of a scholarly work. Learners are invited to complete the optional, anonymous Scholar 12 Learner Feedback Form (Appendix C), at the completion of Scholar 12, rating the helpfulness of units on a 4-point Likert scale, from “No Credit” to “Excellent,” and to provide free-text comments. A Scholar 12 Assessment Form is accessible to faculty mentors to rate learners’ research skill competencies on a 4-point Likert scale, including “Knows” (1), “Knows How” (2), “Shows How” (3), and “Does” (4) (Appendix D).

Table 1:

Scholar 12 units and associated research skill competency self-assessments.

Unit # Unit title Scholar 12 application student feedback form LECOM research skill competency self-assessment
1 Laddered mentorship Laddered mentoring Engagement in a laddered mentoring culture
2 The fun of scholarship Enjoyment of process Enjoyment of scholarly work
3 The query Query Research question(s) and hypothesis formation
4 The IRB application IRB CITI program requirements
5 Grant development Proper grant Grant development
6 IRB application IRB application
7 IRB submission Data collection systems and statistical analysis
8 Abstract development Proper abstract Abstract development
9 Poster development Proper poster Poster development
10 Manuscript development Proper manuscript Manuscript development
11 Oral presentation Proper oral presentation Oral presentation at meetings/conferences
12 Case presentation Case presentation and reports

  1. CITI, Collaborative Institutional Training Initiative; IRB, Institutional Review Board; LECOM, Lake Erie College of Osteopathic Medicine.

Statistical analysis

Both t test and correlation statistics were applied to compare pre-vs. post-Scholar 12 research skill competency scores. Students’ written commentary in the feedback forms was reviewed to identify areas for content or formatting improvement. The latest LECOM Research Day submissions were compared over an eight-year time span, from academic years ranging from 2016 to 2024.

Results

Pre- and post-Scholar 12 voluntary survey participants included third-year LECOM osteopathic medical students from four campuses in Erie, Pennsylvania, Greensburg, Pennsylvania (Seton Hill), Elmira, New York, and Bradenton, Florida. Survey administration began in Fall 2020 and is ongoing. The present study compared pre-vs. postsurvey self-assessments of research skill competencies, over four academic years from 2020 to 2024 (2020–21, 2021–22, 2022–23, and 2023–24) and institutional scholarly products from 2016 to 2024. An average of 450 students participated in the optional LECOM presurvey each academic year, totaling 1,800 participants over four academic years, averaging an 75.0 % response rate. An average of 300 students completed the postsurvey at the end of each academic year, totaling 1,200 participants over four academic years, averaging a 50.0 % response rate. The optional Scholar 12 Feedback Form, accessible on the website and application, was completed by 1,305 learners, with a 50.5 % response rate, since Scholar 12 was launched in Fall 2020.

The composite presurvey (n=1,800) vs. postsurvey (n=1,200) scores averaged a statistically significant (r=0.84, p=4.5 × 10−8) 0.91-point improvement in postsurvey self-reported research skill competency, on a 5-point Likert scale, over four academic years (Figure 2). Students self-reported least competency with grant development (Unit 6) in pre- and postsurveys. Students self-assessed highest competency in formulation of a research question and hypothesis (Unit 3) in the presurveys vs. poster development (Unit 9) in the postsurveys. The optional Scholar 12 Feedback Form submissions by learners, since Scholar 12 became accessible in 2020, scored an average of 3.5 (between “Above Average” and “Excellent” helpfulness) on a 4-point Likert scale. Poster development (Unit 9) scored as most helpful, and “Enjoyment of Process” (Unit 2) scored least helpful.

Figure 2: Pre-vs. post-Scholar 12 self-assessed research skill competency per unit on a 5-point Likert Scale (very unfamiliar [1], know little [2], know some [3], familiar [4], very familiar [5]), comparing four academic years.
Figure 2:

Pre-vs. post-Scholar 12 self-assessed research skill competency per unit on a 5-point Likert Scale (very unfamiliar [1], know little [2], know some [3], familiar [4], very familiar [5]), comparing four academic years.

Additional LECOM postsurvey questions rated the effectiveness of the group mentor model and assigned faculty in completing the group poster project as an average of 3.5 and 3.3, respectively, averaged across four academic years, between “somewhat effective” (3) and “effective” (4), on a 5-point Likert scale (Figure 3). Encouragement from the group mentor model to perform future research scored an average of 2.8, between “ineffective” (2) and “somewhat effective” (3).

Figure 3: Post-Scholar 12 survey responses on efficacy of group mentor model on 5-point Likert Scale (very ineffective [1], ineffective [2], somewhat effective [3], effective [4], very effective [5]), comparing four academic years.
Figure 3:

Post-Scholar 12 survey responses on efficacy of group mentor model on 5-point Likert Scale (very ineffective [1], ineffective [2], somewhat effective [3], effective [4], very effective [5]), comparing four academic years.

Abstract submissions to the LECOM Bradenton Interprofessional Research Day grew an average of 66 % per academic year, over fourfold, from 40 submissions in Spring 2020, before the introduction of Scholar 12, to 278 submissions in Spring 2024 (Figure 4). Students pursued presentation opportunities external to the institutional research day, from the regional to national level. LECOM students comprised 58.5 % of the regional Cleveland Academy of Osteopathic Medicine Annual Winter Conference Abstract Research & Scholarly Activity Contest award winners from 2021 to 2024.

Figure 4: LECOM Bradenton Interprofessional Research Day poster presentations between Spring 2017 and Spring 2024. LECOM, Lake Erie College of Osteopathic Medicine.
Figure 4:

LECOM Bradenton Interprofessional Research Day poster presentations between Spring 2017 and Spring 2024. LECOM, Lake Erie College of Osteopathic Medicine.

Discussion

Scholar 12 was instituted at LECOM in 2020 as a remote learning tool to accommodate pandemic restrictions, continue OPP education, and meet COCA scholarly activity criteria. LECOM students’ self-assessed improvement and sustained growth in institutional scholarly products, since the introduction of Scholar 12 in the 2020–2021 academic year, supports its relevance to UME and suggests its applicability to GME.

The Scholar 12 “beta trial” pilot study shared statistically significant improvement between pre- and postsurvey self-assessments of research skill competencies but was limited by sample size and lack of longitudinal outcomes [30]. The longitudinal analysis of Scholar 12’s integration into a multi-campus UME setting, in the present study, reinforced the pilot study findings with a notable sample size and response rate, representation from various campuses and clinical sites, evaluation of a group mentor model, and tracking of subsequent presentation pursuits. Scholar 12 differs from prior attempts to adapt research learning interventions during the pandemic by offering a sustained, interactive, and universally accessible virtual platform for research skill development, applicable to UME and GME beyond the pandemic [1], [2], [3].

Our study suggested limitations in communicating grant development, engaging faculty, tracking scholarly products after survey completion or postgraduation, and focusing on UME. Grant development (Unit 6) was identified as a research skill of least competency in pre- and postsurvey findings through all academic years. Students’ opportunities for grant applications and other funding are likely limited, suggesting less applicability of this unit.

Postsurvey ratings of the group mentor model provided a favorable evaluation of groups’ assigned faculty and organization for completion of a poster presentation but suggested ineffective encouragement to pursue future research (Figure 4). A pre-Scholar 12 faculty development program may improve preparedness to engage learners in their assigned scholarly project and future research endeavors.

Our primary focus on UME in this study does not offer direct data on Scholar 12’s application to GME. Scholar 12’s successful implementation into UME in the present study and Rowane et al. [30], as well as the growth of scholarly products from introduction of Scholar 7 in a GME setting in Peppers et al. [29], suggests its applicability to GME. Future research could be proposed to assess the effects of Scholar 12 on residency performance and scholarly skills.

Despite these limitations, the data suggest that the application of Scholar 12 in a multi-campus UME setting offers the potential to enhance students’ scholarly skill sets. Scholar 12’s influence on students’ preparedness for residency and overall GME experience has yet to be determined. Scholar 12 is not just limited to UME but may continue use within GME.

Conclusions

The successful Scholar 12 implementation into the LECOM curriculum and notable growth in institutional scholarly activity in this longitudinal assessment suggests relevance of this research learning platform to UME objectives and potential application to GME, especially with increased demand for effective remote learning tools since the pandemic and beyond.

Corresponding author: Marija J. Rowane, DO, Osteopathic Medical Education Consortium of Oklahoma/Oklahoma State University Medical Center, E-mail:

Acknowledgments

The authors would like to extend their gratitude to Lake Erie College of Osteopathic Medicine for permitting student participation in survey data collection.

  1. Research ethics: Not applicable.

  2. Informed consent: Not applicable.

  3. Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.

  4. Use of Large Language Models, AI and Machine Learning Tools: None declared.

  5. Conflict of interest: None declared.

  6. Research funding: None declared.

  7. Data availability: Not applicable.

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Supplementary Material

This article contains supplementary material (https://doi.org/10.1515/cclm-2024-1478).

Received: 2025-02-27
Accepted: 2025-04-15
Published Online: 2025-06-04

© 2025 the author(s), published by De Gruyter, Berlin/Boston

This work is licensed under the Creative Commons Attribution 4.0 International License.

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https://doi.org/10.1515/jom-2025-0041
Keywords for this article
COVID-19 pandemic; medical education; research skill competency; Scholar 12; scholarly activity; virtual learning
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Articles in the same Issue

  1. Frontmatter
  2. Cardiopulmonary Medicine
  3. Review Article
  4. Signs and symptoms of vertebrobasilar insufficiency secondary to atherosclerosis: a systematic review
  5. General
  6. Brief Report
  7. Geographical distribution of osteopathic urology residents and match trends in the United States
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  9. Original Article
  10. Scholar 12 longitudinal outcomes: osteopathic research development application to facilitate scholarly activity during the pandemic and beyond
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