Strong Michael J, Busing Nick, Goosney Danika L, Harris Ken A, Horsley Tanya, Kuzyk Alexandra, Lingard Lorelei, Norman Wendy V, Rosenblum Norman D, Saryeddine Tina, Wang Xin
M.J. Strong is professor of clinical neurological sciences and dean, Schulich School of Medicine & Dentistry, Western University, London, Ontario, Canada. N. Busing is project lead, Future of Medical Education in Canada Postgraduate Project, and family physician, Ottawa, Ontario, Canada. D.L. Goosney is executive director, Tri-agency Institutional Programs Secretariat, Ottawa, Ontario, Canada. K.A. Harris is executive director, Office of Specialty Education, Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada. T. Horsley is associate director, Research Unit, Royal College of Physicians and Surgeons of Canada, Ottawa, Ontario, Canada. A. Kuzyk was the 2015-2016 president, Clinical Investigator Trainee Association of Canada (CITAC), and is an MD/PhD candidate, Faculty of Medicine, University of Manitoba, Winnipeg, Manitoba, Canada. L. Lingard is professor and director, Center for Education Research & Innovation, Schulich School of Medicine & Dentistry, Western University, London, Ontario, Canada. W.V. Norman is associate professor and director, Clinician Scholar Program, Department of Family Practice, University of British Columbia, Vancouver, British Columbia, Canada. N.D. Rosenblum is professor and Canada Research Chair in Developmental Nephrology, Department of Paediatrics, and associate dean, Physician Scientist Training, Faculty of Medicine, University of Toronto, Toronto, Ontario, Canada. T. Saryeddine is executive director of research and innovation, HealthCareCAN, and adjunct professor, Telfer School of Management, University of Ottawa, Ottawa, Ontario, Canada. X. Wang is an MD/PhD candidate, University of Toronto, and was the 2014-2015 president, CITAC, Toronto, Ontario, Canada.
Acad Med. 2018 Feb;93(2):172-178. doi: 10.1097/ACM.0000000000001857.
Physician-scientists are individuals who actively participate in patient care, have undergone additional research training, and devote the majority of their time to research. Physician-scientists are traditionally the primary catalysts in bridging the translational gap-that is, the failure to link fundamental new knowledge in the pathobiology of disease with advances in health care and health policy in a timely manner. However, there has been a shift away from training physician-scientists, and financial support for the physician-scientist is diminishing globally, causing the translational gap to grow. Given its socialized health care system and cultural and geographic diversity, Canada can serve as a unique case study in understanding how to address this phenomenon as a national priority. To this end, a Canadian national consensus conference was convened to develop recommendations for training programs and early-career supports for physician-scientists. Five recommendations were generated: (1) Establish an independent, national council whose mandate is to provide pan-Canadian oversight of physician-scientist training programs; (2) develop capacity for funding and mentorship support for physician-scientists; (3) develop coherent networks across a broad range of clinician-scientists, including physician-scientists, to reflect the unique cultural and geographic diversity of Canada and to reflect the interdisciplinarity of health research; (4) ensure that medical school curricula integrate, as a core curriculum feature, an understanding of the scientific basis of health care, including research methodologies; and (5) ensure that the funding of the physician-scientist trainee is viewed as portable and distinct from the operational funding provided to the training program itself.
医师科学家是积极参与患者护理、接受过额外研究培训并将大部分时间投入到研究中的个体。传统上，医师科学家是弥合转化差距的主要推动者——也就是说，未能及时将疾病病理生物学中的新基础知识与医疗保健和卫生政策的进展联系起来。然而，对医师科学家的培训已出现转变，全球范围内对医师科学家的财政支持正在减少，导致转化差距不断扩大。鉴于其社会化医疗体系以及文化和地域多样性，加拿大可作为一个独特的案例研究，以了解如何将解决这一现象作为国家优先事项。为此，召开了一次加拿大全国共识会议，为医师科学家的培训计划和早期职业支持制定建议。会议提出了五项建议：（1）设立一个独立的全国委员会，其职责是对医师科学家培训计划进行全加拿大范围的监督；（2）发展为医师科学家提供资金和指导支持的能力；（3）在包括医师科学家在内的广泛临床科学家群体中建立连贯的网络，以反映加拿大独特的文化和地域多样性，并体现健康研究的跨学科性；（4）确保医学院课程将对医疗保健科学基础（包括研究方法）的理解作为核心课程内容加以整合；（5）确保将医师科学家受训人员的资金视为可转移的，且与提供给培训计划本身的运营资金区分开来。
