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This summary is machine-generated.

Extramural grant funding in medical education (MedEd) is often economically unviable for small projects. Institutions should shift to sustainable models like internal micro-funding and protected time to support educational research.

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Area of Science:

  • Medical Education Research
  • Health Professions Education
  • Academic Medicine

Background:

  • Extramural grant funding is a traditional metric for scholarly success in academic medicine.
  • However, the economics of grant funding in medical education (MedEd) are misaligned with the scale and cost of typical scholarly projects.
  • Small-dollar MedEd grants (<$10,000) have low success rates despite requiring significant faculty time for applications.

Purpose of the Study:

  • To analyze the economic feasibility of pursuing small-dollar extramural grants in medical education.
  • To evaluate the return on investment for faculty time spent on grant applications versus scholarly output.
  • To propose alternative, more sustainable models for supporting educational research and innovation.

Main Methods:

  • An illustrative economic model was used to estimate the costs associated with preparing MedEd grant applications.
  • Faculty labor costs were calculated based on an estimated 40 hours per application.
  • The model considered direct costs, indirect costs, reviewer time, and applicant opportunity costs.

Main Results:

  • The estimated faculty labor cost for a typical MedEd grant application often exceeds the potential monetary value of the award.
  • Low-probability, low-yield grant chasing can deplete institutional resources and faculty time, hindering overall scholarly productivity.
  • The current system incentivizes grant chasing over substantive educational research and innovation.

Conclusions:

  • Institutions should reconsider expectations for extramural MedEd funding and explore more sustainable support mechanisms.
  • Recommended alternatives include internal micro-funding, protected-time awards, scholarship-first mindsets, collaborative funding, and scholarly communities of practice.
  • Subsidizing educational research is an ethical obligation, as improved educational practices directly impact healthcare quality and patient safety.