Academic medicine : journal of the Association of American Medical Colleges · 2026
Grant-o-thon: A Designathon-informed Grant Writing Program to Enhance Research Grant Writing Skills in Low- and Middle-Income Countries.
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Tao Yusha, Marley Gifty, Fidelak Lauren, Yu Bin, Babatunde Yusuf, Walker Anita N, Attama Anthony A, Conroy Andrea L, Afolabi Esther K, Vatakis Dimitrios N, Okonko Iheanyi Omezuruike, Balogun Shyngle K, Fu Hongyun, Peng Xin, Ifeorah Ijeoma M, Kukundakwe Patience, Cossio Alexandra, Obionu Ifeoma M, Beltrán López Ángela Patricia, Olatubi Matthew Idowu, Nwaozuru Ucheoma C, Chen Yuanyi, Zou Huachun, Kpokiri Eneyi E, Wu Dan, Ezechi Oliver, Iwelunmor Juliet, Labarda Meredith, Ong Jason J, Tang Weiming, Tucker Joseph D
Аннотация
PROBLEM: Early career researchers in low- and middle-income countries (LMICs) face substantial barriers when writing research grants and have limited writing support. A designathon approach was applied to organize a grant writing workshop (grant-o-thon) tailored for early-career LMIC researchers. This study describes the planning, implementation, and participant-reported outcomes of the grant-o-thon as a participatory training approach.
APPROACH: Grant-o-thons were organized in 2023, 2024, and 2025. Consistent with the designathon model, the grant-o-thon was structured in three stages: preparation using co-creation with end-users, intensive collaborative teamwork supported by mentor feedback and weekly writing deliverables, and structured follow-up. Each grant-o-thon consisted of six weekly 90-minute online sessions focused on US NIH grant writing. Each session included a 30-minute didactic lecture open to all and a 60-minute small-group activity for participants who submitted specific aims. Small group participants were matched with coaches and assigned to groups based on research interests. Follow-up surveys assessed self-reported skills, mentorship experiences, and later grant-related activities. Survey data were analyzed descriptively, and open-ended responses were analyzed thematically.
OUTCOMES: A total of 221 participants attended the didactic lectures, and 32 joined the small group activities. Among 60 survey respondents, 51 (85%) were from LMICs. Participants in both formats reported higher self-assessed grant-writing competencies after the program. Many described peer mentorship as a valuable component of the experience. In 2025 follow-up data, small-group participants reported higher NIH grant submission rates than lecture-only participants (P = .0097).
NEXT STEPS: These findings suggest that this designathon-informed grant-writing program was feasible and acceptable for early-career LMIC researchers. Future iterations will focus on strengthening post-grant-o-thon mentorship and deepening partnerships with existing global health training programs. In light of limited grant-writing support, adaptation of this participatory model may be warranted.
APPROACH: Grant-o-thons were organized in 2023, 2024, and 2025. Consistent with the designathon model, the grant-o-thon was structured in three stages: preparation using co-creation with end-users, intensive collaborative teamwork supported by mentor feedback and weekly writing deliverables, and structured follow-up. Each grant-o-thon consisted of six weekly 90-minute online sessions focused on US NIH grant writing. Each session included a 30-minute didactic lecture open to all and a 60-minute small-group activity for participants who submitted specific aims. Small group participants were matched with coaches and assigned to groups based on research interests. Follow-up surveys assessed self-reported skills, mentorship experiences, and later grant-related activities. Survey data were analyzed descriptively, and open-ended responses were analyzed thematically.
OUTCOMES: A total of 221 participants attended the didactic lectures, and 32 joined the small group activities. Among 60 survey respondents, 51 (85%) were from LMICs. Participants in both formats reported higher self-assessed grant-writing competencies after the program. Many described peer mentorship as a valuable component of the experience. In 2025 follow-up data, small-group participants reported higher NIH grant submission rates than lecture-only participants (P = .0097).
NEXT STEPS: These findings suggest that this designathon-informed grant-writing program was feasible and acceptable for early-career LMIC researchers. Future iterations will focus on strengthening post-grant-o-thon mentorship and deepening partnerships with existing global health training programs. In light of limited grant-writing support, adaptation of this participatory model may be warranted.