Health Systems Science Scholars Program: National Faculty Development Program.
10 affiliations
- 1Department of Emergency Medicine, University of Cincinnati, 231 Albert Sabin Way, ML 0769, Cincinnati, OH USA.
- 2Department of Internal Medicine, Department of Health Systems and Implementation Science, Virginia Tech Carilion School of Medicine, Roanoke, VA USA.
- 3Medical Education, American Medical Association, 330 N Wabash Ave, Chicago, IL 60611 USA.
- 4Department of Medical Education, University of Illinois College of Medicine at Chicago, 1853 W Polk St, Chicago, IL USA.
- 5Department of Emergency Medicine, NYU Grossman School of Medicine, New York, NY USA.
- 6Department of Pediatrics, University of Washington School of Medicine, Seattle, WA USA.
- 7Department of Emergency Medicine, Virginia Commonwealth University, Richmond, VA USA.
- 8Veteran Health Administration, Cincinnati, OH USA.
- 9Department of Emergency Medicine, Brody School of Medicine at East Carolina University, Greenville, NC USA.
- 10Department of Obstetrics and Gynecology, University of Michigan Medical School, Ann Arbor, MI USA.
Abstract
Introduction
Training in health systems is important for patient care, but often faculty development is lacking. The purpose of the Health Systems Science Scholars Program (HSS-SP) was to teach faculty how to educate learners in Health Systems Science to improve healthcare delivery practices. The objective of this report was to describe program development and evaluate the HSS-SP program in meeting this goal.Methods
The 12-month HSS-SP focused on curriculum development, assessment design, program evaluation, leadership skills, and scholarship. Training formats included in-person workshops, interactive webinars, community of practice, mentoring, and completion of HSS final projects. This evaluation focused on program completion, satisfaction, learning, and HSS integration in final projects.Results
One hundred and eight scholars participated across three cohorts. Leaders from 72/155 US medical schools nominated a scholar, indicating support of the program. The retrospective pre-post survey demonstrated significant improvement across all outcome measures including perceived confidence in ability to apply systems thinking, leading change, implementing best practices, commitment to educate others in HSS, improve healthcare delivery, and practice innovative and interactive teaching.Fifty-six final projects focused on broad implementation of HSS at individual institutions, including 75 specific HSS domains (e.g., social determinants of health and patient safety/quality improvement). Medical school curricula projects arose more often than residency projects (86 versus 22), and most utilized innovative and interactive teaching methods.Conclusion
The HSS-SP enhanced confidence in and commitment to HSS. Participants' projects implemented HSS curricular components, furthering dissemination of HSS into the medical education system.Supplementary information
The online version contains supplementary material available at https://doi.org/10.1007/s40670-026-02819-z.
Related
- Stony Brook University’s Scholars for Medicine 8-Year B.S.-M.D. Program: a Thirteen Year Overview of the Program’s Effectiveness
- Toward a National Tuberculosis Lateral-Flow Urine Lipoarabinomannan (LF-LAM) External Quality Assessment Program in Thailand: Feasibility Demonstration Through Panel Development, Validation, and Proficiency Testing, March 2025–April 2026
- Development of a master of science in digital health program at Muhimbili University of Health and Allied Sciences, Tanzania: a mixed-methods curriculum development study.
- Twenty-Five Years of Colorectal Cancer Screening in the Czech Republic: National Registry Trends in Program Performance and Cancer Burden
- Growth of liver transplantation in the United Arab Emirates: lessons from the national deceased organ donation program and international collaboration.
BibTeX
@article{santen2026health,
title = {{Health Systems Science Scholars Program: National Faculty Development Program.}},
author = {Sally A Santen and Jed D Gonzalo and Resney Gugwor and Judee Richardson and Jung G Kim and Stephanie R Starr and Luan Lawson and Robin R Hemphill and Timothy J Reeder and Rosalyn Maben-Feaster and Kevin Heckman and Maya M Hammoud},
journal = {Medical science educator},
year = {2026},
month = jul,
doi = {10.1007/s40670-026-02819-z},
url = {https://europepmc.org/article/MED/42968733},
note = {CC BY},
}
RIS
TY - JOUR
TI - Health Systems Science Scholars Program: National Faculty Development Program.
AU - Sally A Santen
AU - Jed D Gonzalo
AU - Resney Gugwor
AU - Judee Richardson
AU - Jung G Kim
AU - Stephanie R Starr
AU - Luan Lawson
AU - Robin R Hemphill
AU - Timothy J Reeder
AU - Rosalyn Maben-Feaster
AU - Kevin Heckman
AU - Maya M Hammoud
PY - 2026
DA - 2026/07/13
JO - Medical science educator
DO - 10.1007/s40670-026-02819-z
UR - https://europepmc.org/article/MED/42968733
AB - Introduction Training in health systems is important for patient care, but often faculty development is lacking. The purpose of the Health Systems Science Scholars Program (HSS-SP) was to teach faculty how to educate learners in Health Systems Science to improve healthcare delivery practices. The objective of this report was to describe program development and evaluate the HSS-SP program in meeting this goal.Methods The 12-month HSS-SP focused on curriculum development, assessment design, program evaluation, leadership skills, and scholarship. Training formats included in-person workshops, interactive webinars, community of practice, mentoring, and completion of HSS final projects. This evaluation focused on program completion, satisfaction, learning, and HSS integration in final projects.Results One hundred and eight scholars participated across three cohorts. Leaders from 72/155 US medical schools nominated a scholar, indicating support of the program. The retrospective pre-post survey demonstrated significant improvement across all outcome measures including perceived confidence in ability to apply systems thinking, leading change, implementing best practices, commitment to educate others in HSS, improve healthcare delivery, and practice innovative and interactive teaching.Fifty-six final projects focused on broad implementation of HSS at individual institutions, including 75 specific HSS domains (e.g., social determinants of health and patient safety/quality improvement). Medical school curricula projects arose more often than residency projects (86 versus 22), and most utilized innovative and interactive teaching methods.Conclusion The HSS-SP enhanced confidence in and commitment to HSS. Participants' projects implemented HSS curricular components, furthering dissemination of HSS into the medical education system.Supplementary information The online version contains supplementary material available at https://doi.org/10.1007/s40670-026-02819-z.
SN - 2156-8650
ER -