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Scholarly Commons > HCA Healthcare Journal > Vol. 7 > Iss. 3 (2026)

 

Keywords

education; graduate medical education; GME; internship and residency; PhD; interprofessional collaboration; interprofessional education

Disciplines

Education

Abstract

The field of Graduate Medical Education (GME) increasingly employs PhD-trained professionals in roles including simulation directors, education researchers, program coordinators, and assessment specialists. These professionals bring valuable expertise in educational theory, research methodology, and interdisciplinary perspectives that complement physician leadership. However, role ambiguity, hierarchical positioning, and underutilization of scholarly expertise remain common challenges. This article examines the growing population of PhD-trained professionals in GME, identifies their unique contributions, and proposes strategies for better integration. Recommendations include clarifying faculty appointments, recognizing doctoral credentials appropriately, leveraging interdisciplinary expertise in strategic planning, providing protected time for scholarship, and building professional community. As GME programs expand, effectively integrating diverse scholarly expertise represents a significant opportunity for educational innovation. Programs that embrace this reality will lead in educational innovation and position themselves at the forefront of GME excellence. Organizations willing to integrate diverse scholarly perspectives will shape the future of medical education.

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