Aligning Research Expectations with Training Realities Across Stages of Medical Education

Research participation is widely encouraged in medical education, yet expectations for trainee research often overlook the structural realities of training. Medical education follows fixed timelines, whereas research progresses along uncertain ones shaped by regulatory processes, data access, mentorship, and scientific uncertainty. This mismatch can create unrealistic expectations when trainees are expected to complete scholarly projects within limited training periods. In this commentary, we propose a developmental framework that aligns research participation with stages of training. We also argue for expanding scholarly engagement to include knowledge translation and scientific communication as complementary pathways through which trainees contribute to academic medicine.