From Non‐Funding to Next Steps: Building Resilience in Academic Emergency Medicine Education Research

ABSTRACT Background Grant writing is a valuable skill for academic advancement in emergency medicine (EM). Yet, the high rejection rate can contribute to stress, burnout, and disengagement among early‐ and mid‐career faculty. While extensive literature exists on the technical aspects of grant writing, there is a notable gap in guidance on the emotional and psychological dimensions of navigating rejection. This conceptual paper explores resilience strategies, reflective self‐assessment, constructive feedback processes, and approaches to resubmission that support scholarly persistence in the face of grant rejection. Methods We used a narrative conceptual approach, drawing on a panel discussion titled “Rejection, Resilience, and Resubmission: Learning from Grant Failure,” presented at the 2025 Society for Academic Emergency Medicine Annual Meeting. The panel featured experienced EM education scholars and funded investigators who shared personal experiences and insights. We analyzed session notes to identify recurring themes, which we reviewed with the panelists to refine the concepts. Results Insights from the panel highlighted the value of individual resilience strategies, the importance of a strong support network, diverse external input, and the need for strategic self‐assessment. The discussion also underscored the need for resilience training and managing rejection, the need for greater transparency in academic narratives, and potential reconsideration of promotion and tenure criteria. Conclusion The findings suggest a need for a cultural shift in academic EM, one that embraces persistence and transparency as core tenets of scholarly excellence. We recommend incorporating resilience training into faculty development and residency training programs to provide scholars with the tools to navigate challenges both academically and emotionally throughout the submission and resubmission process.