Intramural Grant Program to Promote Research Activity among Early-Career Faculty Members

Amarjit S. Virdi, Giselle Sandi, Susan Chubinskaya

Research output: Contribution to journalArticlepeer-review


Problem Early grant support for junior faculty members appears to positively influence their career trajectory. The authors sought to determine whether provision of grant support that enables early-career faculty members to conduct clinical, basic science, or educational research improves their academic success and enhances retention. Approach The authors compared career development and retention among 30 Cohn Fellowship recipients and 31 nonrecipients who participated in the same mentoring program. An award of $20,000 to the fellowship recipients ensured protected time for research for 1 year. Academic productivity of both groups was monitored for 6 years. Outcomes The authors found statistically significant differences between the 2 groups regarding research funding and scholarly productivity. The Cohn Fellowship recipients received a total of $14.7 million in external funding vs $3.7 million for nonrecipients, reflecting mean funding of $588,116 and $196,658 per person, respectively (P <.01). Recipients published a total of 174 peer-reviewed articles vs 26 for nonrecipients, reflecting a mean of 7 and 1 per person, respectively (P <.01). Recipients gave a total of 268 presentations vs 25 for nonrecipients, with a mean of 11 and 1 per person, respectively (P <.01). Furthermore, 8 of the 25 recipients who stayed at Rush University (32%) were promoted to associate professor compared with 2 of the 19 (11%) nonrecipients (P =.15). A majority of the Cohn Fellows (25; 83%) stayed at Rush University during the study compared with 61% of nonrecipients (P =.06). These findings suggest that even small amounts of research support received early in a career can benefit the faculty and the university as a whole. Next Steps We plan to continue gathering data to increase sample size and analyze outcomes for specific variables (e.g., time, rank, gender, promotion, retention).

Original languageEnglish (US)
Pages (from-to)1331-1334
Number of pages4
JournalAcademic Medicine
Issue number9
StatePublished - Sep 1 2022
Externally publishedYes

ASJC Scopus subject areas

  • Education


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