Background
The Pediatrician-Scientist Training & Development Program strives to cultivate the development of pediatrician-scientist through grounding immersion in both clinical and scientific practice environments through a unique parallel curriculum. We report early outcomes since implementation in 2014. 

Summary of Work
In an effort to strengthen physician-scientist career, Baylor College of Medicine (BCM) and Texas Children’s Hospital (TCH) implemented the Pediatrician-Scientist Training & Development Program (PSTDP). Using ABP-IRP guidelines, the BCM PSTDP has developed a programmatic structure that is founded upon a well-established conceptual framework of Professional Identity Formation (PIF) uniquely designed for combining distinct pediatrician and scientist professional identities. Embedded in the mission of the PSTDP is development of research-oriented scholars who cultivate excellent clinical and research training through the tenets of mentorship, alternative didactic training, and interdisciplinary reflective experiences. 

To carry forth the mission, a conceptual framework of Pediatrician-Scientist Professional Identity Formation (PSPIF) and novel curriculum were implemented. Based on findings from Drs. Norman Rosenblum and Herminia Ibarra in which development of the pediatrician-scientist occurs through the merger model for professional identity development. Two separate domains of a clinician and scientist are blended to allow for “domain synergy”. Upon matriculating into the BCM PSTDP, residents begin transforming from a novice medical student to an expert pediatrician-scientist. Such transformation entails continuously creating and refining “provisional selves” through interdisciplinary programmatic experiences. The PSTDP offers a year-specific curriculum which includes clinical case report writing (year 1), a pilot grants program (year 2) and pediatrician-scientist identify formation reflection (year 3).

Summary of Results
As the program is now midway through the third year, short-term goals have been achieved of increasing matriculation of MD/ Ph.D. residents that apply and matriculate into the BCM residency by four-fold along with 75% of the first PSTDP class matching into TCH for subspecialty training. We are currently implementing curricula in narrative medicine to further foster Professional Identity Formation (PIF). 

Discussion & Conclusion
The BCM PSTDP offers a unique program of pediatrician-scientist development through combining immersive career development through a tailored three-year curriculum in the context of professional identity formation. 

Take Home Message
We look forward to obtaining feedback for how to comprehensively foster and further assess their development of the professional identities for residents interested in careers as both scientists and physicians.