Clinician-Researcher Fellowship

Training and Career Development

The Clinician-Researcher Fellowship prepares outstanding physicians for successful academic careers in general internal medicine. Fellows gain comprehensive training through five key components: completion of a Master of Science (MS) in Clinical Research, mentored research projects, clinical care, teaching, and training in leadership and professionalism.

On average, fellows dedicate approximately 50% of their time to research, 25% to MS coursework, 20% to clinical care, and 5% to teaching and training. This balanced structure allows fellows to develop the methodological expertise, research experience, and professional skills necessary for success as independent clinician-investigators.

Research and Mentorship

All Clinician-Researcher fellows complete at least one mentored research project, with the goal of presenting at national meetings such as the Society of General Internal Medicine (SGIM) and publishing findings in peer-reviewed journals. Projects typically build on or complement existing faculty research while providing opportunities for fellows to design and lead independent work that is achievable within two years.

Mentorship begins early in the application process to ensure alignment between fellows’ interests and faculty expertise. Before interview day, prospective fellows discuss their research goals and methodological interests with program leadership, allowing us to arrange meetings with potential mentors during interviews. Once accepted, fellows are encouraged to begin developing their projects in collaboration with mentors before officially starting the program.

Mentorship is a cornerstone of the fellowship. Each fellow works closely with a primary career mentor who oversees overall professional development and career direction, a research mentor who provides methodological and project-specific guidance, and a clinical mentor who offers feedback on clinical performance and teaching. In some cases, a single faculty member may fill multiple roles. Early in the first year, fellows meet with program leadership to identify mentors and establish an individualized plan that integrates research, clinical, teaching, and leadership objectives. Fellows also participate in ICRE’s Mentoring Matters workshop during their first summer, which reinforces strategies for building effective and sustainable mentoring relationships.

Master of Science (MS) in Clinical Research

Fellows receive exceptional training in research design, data analysis, and scientific communication through the MS in Clinical Research, administered by the Institute for Clinical Research Education (ICRE). Tuition for the degree is fully supported by the fellowship.

Training begins in the summer with an intensive nine-credit course sequence to establish a strong methodological foundation. These courses include Clinical Research Methods (3 credits), Biostatistics (4 credits), Computer Methods (1 credit), and Measurement in Clinical Research (1 credit). Fellows participating in this summer session are free from clinical and teaching responsibilities to focus fully on coursework.

After the initial summer, fellows select required and elective courses within one of four specialty tracks: Health Services Research, Comparative Effectiveness Research, Clinical Trials, or Translational Research. All fellows complete the Research Design and Development (“grant writing”) course, in which they prepare an NIH-style grant proposal, typically a K23 Career Development Award or equivalent.

The MS program culminates in a thesis reviewed by a formal committee. Acceptable thesis formats include:

• Two clinical research manuscripts (published, under review, or ready for submission);
• A full-length research grant proposal (e.g., R01, K Award, or equivalent); or
• A traditional master’s thesis.

Fellows who already hold an advanced research degree (e.g., PhD, MS, or MPH) are not required to complete the MS but may elect additional coursework to fill methodological gaps.

Clinical Care

Clinical care is a vital component of fellowship training and an opportunity for fellows to refine teaching and leadership skills. Fellows serve as attending physicians for inpatient resident teams (typically 4-6 weeks per year) at one of several sites, including the VA Pittsburgh Healthcare System, UPMC Presbyterian/Montefiore, or UPMC Shadyside. Clinical assignments are tailored to each fellow’s interests and mentorship plan to promote well-rounded professional growth.

Teaching Opportunities

Developing effective teaching skills is an essential part of academic general internal medicine training. Fellows have multiple opportunities to teach and receive structured feedback, including:

• Inpatient Teaching: Fellows serve as inpatient attendings, providing bedside and team-based instruction. A faculty member observes 2-3 hours of teaching each week and provides feedback.
• Journal Club: Held weekly on Fridays from 10-11am. Fellows present a critical appraisal of a recent publication once per year and receive written and verbal feedback from faculty.
• Interdisciplinary Fellows Seminar: Meets twice monthly (September-June) with fellows from multiple disciplines. Fellows present research progress twice per year and engage in discussions on leadership, professionalism, and cultural competence.
• Additional Teaching Opportunities: Fellows may participate in medical student and resident teaching, such as pre-clinic conferences, advanced physical diagnosis, and medical interviewing courses.

Leadership and Professionalism

Developing strong leadership and professionalism skills is essential for success in academic medicine. Fellows strengthen these competencies through a variety of structured activities, including monthly fellow–faculty meetings, the Interdisciplinary Fellows Seminar held twice monthly, and leadership and management workshops offered by both the ICRE and the Office of Academic Career Development at the University of Pittsburgh.