Context: The coronavirus disease 2019 (COVID-19) pandemic necessitated a rapid transformation in medical education and research. Online learning became the standard to supplement in-person training and maintain accreditation requirements. Scholar 12 was constructed from the Scholar Series foundational lectures and a Master of Science in Medical Education thesis into a comprehensive research development platform accessible to all learners and institutions (https://scholar12.org).

Objectives: The objectives of this study were to involve students and faculty in a free, interactive virtual platform to address osteopathic literature deficits and scholarly activity criteria, promote new generational learning of research skills, build scholarly culture, and to employ Scholar 12 in a group-mentor research poster project to encourage osteopathic medical student participation in osteopathic-focused research.

Methods: A blinded, multi-campus, optional presurvey was digitally administered to third-year osteopathic medical students, prior to completing the Scholar 12 program, in collaboration with junior faculty mentors, during their Geriatrics/Osteopathic Principles and Practices (OPP) core rotation. Students self-reported their research skill competency relevant to each learning unit, on a 5-point Likert scale, before and after completing Scholar 12. Additional survey questions assessed the efficacy of the group mentor model and the quantity of further research presentations.

Results: Students' self-reported research skill competency scores significantly improved (p=4.53 × 10e^-8) after completion of Scholar 12, in comparison of the composite presurvey (n=1,800, 75.0 % response rate) vs. postsurvey responses (n=1,200, 50.0 % response rate), over four academic years (2020-24). Poster presentations for institutional research day grew an average of 166 % per academic year, after the introduction of Scholar 12, from 40 posters in 2019-2020 to 278 posters in 2023-2024.

Conclusions: The successful Scholar 12 implementation into a medical school curriculum demonstrated sustainable institutional scholarly activity growth through four consecutive academic years. Scholar 12 offers an accessible research learning platform relevant to undergraduate and graduate medical education objectives.

Keywords: COVID-19 pandemic; Scholar 12; medical education; research skill competency; scholarly activity; virtual learning.

© 2025 the author(s), published by De Gruyter, Berlin/Boston.

背景: 新型冠状病毒肺炎（COVID-19）大流行促使医学教育和研究迅速转型。在线学习成为补充面对面培训并维持认证要求的标准。Scholar 12 是从 Scholar Series 基础讲座和一个医学教育硕士论文中构建而成，成为一个面向所有学习者和机构的全面研究发展平台（https://scholar12.org）。

目的: 本研究的目标是让学生和教职员工在一个免费、互动的虚拟平台上解决骨科学文献缺口和学术活动标准问题，促进新一代科研技能的学习，建立学术文化，并在小组指导型研究海报项目中使用 Scholar 12 来鼓励骨科医学学生参与以骨科为重点的研究。

方法: 一项盲法、多校区的预调查（可选）在第三年骨科学医学生的 Geriatrics/Osteopathic Principles and Practices (OPP) 核心轮转期间，在与初级教职员工指导者的合作下，于完成 Scholar 12 程序之前通过数字方式发放给学生。学生在其每个学习单元的相关研究技能熟练度方面进行了自我报告，并在 Likert 五级量表上打分。在完成 Scholar 12 前后分别进行了一次调查。额外的调查问题评估了小组指导模型的效果以及进一步的研究展示数量。

结果: 与四个学年（2020-24）前后的综合预调查(n=1,800，75.0%响应率)相比，学生在完成 Scholar 12 后的自我报告研究技能熟练度评分显著提高(p=4.53 × 10e^-8)。自引入 Scholar 12 后，每个学年的机构科研日海报展示数量平均增长了166%，从2019-2020年的40份增加到了2023-2024年的278份。

结论: 将 Scholar 12 成功整合到医学院校课程中，证明了在连续四个学年中的机构学术活动的可持续增长。Scholar 12 提供了一个与本科和研究生医学教育目标相关的研究学习平台。

关键词: COVID-19 大流行；Scholar 12；医学教育；研究技能熟练度；学术活动；虚拟学习。