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Connecting the dots: integrating a research database and elearning module to enhance faculty engagement in medical
Mabel Perez-Oquendo1,2, Peter Boedeker1, Robert Tillman3
1Huffington Department of Education, Innovation, and Technology, Baylor College of Medicine, Houston, Texas, United States.
Problem:
Integrating research into medical education fosters critical thinking and evidence-based practice. However, student participation in research can be limited by the lack of centralized, up-to-date project opportunities and mentor availability. Although Baylor College of Medicine established the Student Opportunities for Advancement in Research (SOAR) database to connect students with faculty-led projects, limited faculty participation persisted. An intervention was designed to increase faculty engagement in medical student research.
Approach:
The SOAR office developed and implemented an eLearning module supported by a multipronged marketing campaign. This intervention aimed to increase awareness of SOAR resources, clarify mentorship expectations, and streamline project submission. The module was developed using Backward Design and consisted of seven lessons incorporating multimedia elements in a 15-30 minute learning experience. The marketing campaign included emails, newsletter announcements, and flyers. The eLearning and marketing campaign were implemented over a six-week period from October 1 to November 11, 2024.
Outcomes:
Faculty engagement was evaluated using project submission records and Kirkpatrick-based surveys. After launching the SOAR database in 2021, an average of 5 projects were submitted per month. In the six weeks following the October 2024 eLearning implementation, 178 projects were submitted. Of these submissions, 69.7% (124/178) were from faculty who completed the module, 7.9% (14/178) from faculty who viewed but did not complete the module, and 22.5% (40/178) from faculty with no interaction. At the participant level, 85.0% (108/127) of faculty who completed the module submitted at least one project. Over the subsequent ten-month period (December 2024 to September 2025), submissions increased to 14 projects per month.
Next Steps:
Future efforts include longitudinal evaluation of mentor recognition, project submissions and project updates over time, and the impact of outreach strategies on sustained faculty participation in medical student research.
