Building Your Research Foundation: A Practical Guide for New PA Faculty

Transitioning from clinical practice to academia presents a unique challenge for many new PA faculty. At most institutions, you’re expected to balance a full teaching load, advise students, serve on committees—and, on top of it all, produce scholarship. For those without prior academic experience or a research mentor, the idea of developing a research agenda can seem overwhelming.

I understand this firsthand. When I started my academic career in 1991, I had no background in education or research. It took 14 years before I published my first article. Since then, I’ve learned a great deal and would like to share a few simple, practical tips that can help you build momentum in your own scholarly journey.

Start by Asking Questions

The classroom is an ideal environment to observe, question, and explore how learning happens. Pay attention to the patterns and challenges you see in teaching and learning. Begin with a simple curiosity, then refine it into a research question. Many colleges have teaching and learning centers or faculty support services—schedule a brainstorming session to help shape your idea.

Conduct a Literature Search

Once you’ve formulated a research question, reach out to your campus librarian. They can help you perform a comprehensive literature review to see if similar questions have been explored. This process provides critical insight into what’s already known and where there may be gaps you can fill. It also helps you identify the right audience and journal for your future publication.

Design Your Study Thoughtfully

Think about your research approach. Will you track outcomes over time or compare groups using a new teaching method? PA programs generate a lot of valuable outcome data—leverage it. As you plan your timeline, make sure to include submission to your Institutional Review Board (IRB). Without IRB approval, you won’t be able to publish any study involving human subjects. If this is new territory, call your IRB office and request guidance—they’re there to help.

Get Help with Statistics

If statistics aren’t your strong suit, you’re not alone. Connect with a faculty member who teaches statistics at your institution. Many statisticians are looking for collaborative projects and will appreciate the opportunity for co-authorship on your poster or article. In my own career, I’ve always included a statistician as a co-author to ensure the rigor and credibility of the work.

Seek a Research Mentor

Having a mentor who has published in the field can make a world of difference. Invite them to serve as a co-author or co-presenter. If someone in your program has experience with research, don’t hesitate to reach out. Starting with a small, manageable project—such as a conference poster or single-program study—can lead to larger, multi-institutional projects as your confidence grows.

Use What You Already Have

Think of your program’s self-study report or quality assurance initiatives as informal research opportunities. These often include the evaluation of outcomes and the implementation of interventions—core elements of educational research. When you view these routine tasks through a scholarly lens, you create meaningful opportunities to contribute to your program’s excellence and your academic portfolio.

By focusing on simple, attainable steps and using the resources around you, research doesn’t have to feel out of reach. Start small, begin with curiosity, and let each step build toward meaningful, published work. The path to scholarship starts with one good question—and the willingness to explore it.