scholarly journals Developing sustainable research careers for KL2 scholars: The importance of an inclusive environment and mentorship

2017 ◽  
Vol 1 (4) ◽  
pp. 226-228 ◽  
Author(s):  
Carrie L. Byington ◽  
Erin Rothwell ◽  
Trent Matheson ◽  
Rebecca Childs ◽  
Erin Wachs ◽  
...  
Keyword(s):  
Best Practices ◽  
Translational Research ◽  
Workforce Development ◽  
Junior Faculty ◽  
Faculty Members ◽  
Translational Science ◽  
Collaborative Project ◽  
University Of Utah ◽  
Research Careers ◽  
The University

IntroductionThe National Clinical and Translational Science Award (CTSA) Consortium 2.0 has developed common metrics as a collaborative project for all participating sites. Metrics address several important aspects and functions of the consortium, including workforce development. The first workforce development metrics to be proposed for all CTSA hubs include the proportion of CTSA-supported trainees and scholars with sustainable careers in translational research and the diversity and inclusiveness of programs.Methods and resultsThe University of Utah Center for Clinical and Translational Science (CCTS), a CTSA hub, has been actively engaged in mentoring translational scientists for the last decade. We have developed programs, processes, and institutional policies that support translational scientists, which have resulted in 100% of our KL2 scholars remaining engaged in translational science and in increasing the inclusion of individuals under-represented in medicine in our research enterprise. In this paper, we share details of our program and what we believe are evidence-based best practices for developing sustainable translational research careers for all aspiring junior faculty members.ConclusionsThe University of Utah Center for Clinical and Translational Science has been integral in catalyzing interactions across the campus to reverse the negative trends seen nationally in sustaining clinician scientists. Our programs and processes can serve as a model for other institutions seeking to develop translational scientists.

scholarly journals 2050

2017 ◽  
Vol 1 (S1) ◽  
pp. 42-43
Author(s):  
Melissa L. Rethlefsen ◽  
Mellanye Lackey ◽  
Michelle Fiander ◽  
Mary McFarland
Keyword(s):  
Systematic Review ◽  
Systematic Reviews ◽  
Search Strategy ◽  
Evidence Synthesis ◽  
Translational Science ◽  
University Of Utah ◽  
The Core ◽  
The University ◽  
Strategy Design

OBJECTIVES/SPECIFIC AIMS: To improve the quality of evidence synthesis projects, including systematic reviews and other comparative effectiveness reviews, at the University of Utah. METHODS/STUDY POPULATION: Systematic reviews and other types of evidence syntheses are best when collaborative teams with expertise in multiple disciplines participate, including content experts, librarians and information specialists, systematic review methodologists, and statisticians. The Center for Clinical & Translational Science (CCTS), due to its interdisciplinary nature, connectivity to clinical experts, and existing Cores of methodologists, presented an opportune location for a Systematic Review Core. We designed the Systematic Review Core to focus on 2 primary aspects of evidence synthesis support: overall systematic review methodology guidance and in-depth information retrieval planning and execution. After establishing a conceptual partnership, a new position, Evidence Retrieval and Synthesis Librarian, was created to build capacity within the Core. RESULTS/ANTICIPATED RESULTS: Close connections with the CCTS’s Population Health Research Foundation have led to better interdisciplinary coverage of systematic reviews and other evidence syntheses produced by the University of Utah. We are able to partner with statisticians and clinical experts from formulating the question to completing the final manuscript. Hourly rates charged through a cost recovery model have enabled us to grow our staff able to work on the Core, as well as offset costs for major databases and resources these bibliographic data-heavy research methods require. After 1 year of existence, the Core is already at maximum capacity, with no sign of slowing. Projects have ranged from brief consultations to highly intense interactions for the duration of the research spectrum. We have also been added as key personnel to grants with systematic review components. DISCUSSION/SIGNIFICANCE OF IMPACT: Systematic reviews and other evidence syntheses are a labor-intense, interdisciplinary team effort that fit well within the scope of CTSA’s. They are a key component of the translation of science to practice, and can be used at all stages of the translational science spectrum. Quality of systematic reviews remains poor, particularly surrounding protocol development, sensitive search strategy design and reporting, and overall reporting. Librarians and information specialist involvement has been shown to positively correlate to the search strategy design and reporting aspects of systematic reviews, and librarians and information specialists increasingly act as systematic review methodologists. By including librarians and information specialists as part of the CTSA’s official Core structure, these systematic review methodologists are able to connect with statisticians, other methodologists, and clinical experts in a nexus of interdisciplinarity. At the University of Utah, the visibility and structure provided by the CCTS helps the Systematic Review Core with promotion, creating connections and opportunities for collaboration across the campus. This partnership has already led to increased uptake in services, and over time, we believe it will increase the quality of the science produced. CTSA’s have a natural partner with their health science library colleagues in translational science, as shown by this model.

Strategies for improving faculty retention: a mixed-methods study in a private medical university in Karachi, Pakistan

2021 ◽  
pp. 1-13
Author(s):  
Fatima Zehra ◽  
Nighat Rukhsana ◽  
Ambreen Usmani
Keyword(s):  
Faculty Development ◽  
Junior Faculty ◽  
Faculty Members ◽  
Faculty Retention ◽  
Structured Interviews ◽  
Administrative Positions ◽  
Teaching Expertise ◽  
Factors Affecting ◽  
The University ◽  
Medical University

Abstract Introduction: To determine the strategies that improve faculty retention at a medical university. Methods: The mixed-method study was conducted at Bahria University Medical and Dental College, Karachi, from August to September 2020, and comprised faculty members of either gender associated either with the university or with Pakistan Navy Station Shifa Hospital. Qualitative component comprised of semi-structured interviews. Quantitative data was collected using the 35-item Faculty Retention Strategies Questionnaire (FRSQ). Data was analysed using SPSS 23. Exploratory factor analysis (EFA) was done to extract the common factors influencing faculty retention. Results: Of the 182 faculty members approached, 101(56%) responded. Of them, 66(65.3%) subjects were females, 35(34.7%) were males, 46(45.5%) were aged <36 years, and 65(65.3%) were working at the university for <5 years. The factors affecting faculty retention were direct communication of departmental head with faculty, timely promotions, feedback on teaching performance to junior faculty, clear employment policies, protected research time, teaching expertise-based promotions, implementing innovative faculty ideas, scholarships for postgraduate faculty, faculty administrative positions, equal junior faculty workloads, transport provision, competitive pay-scale and faculty development workshops. Item mean was 4.143±0.380, Cronbach’s alpha was 0.894 and inter-item correlation was 0.223. EFA revealed a 4-factor solution: ‘institutional work support’, ‘faculty development’, ‘faculty communication’ and ‘faculty leadership initiative’. Conclusion: Implementing certain strategies could possibly lead to long-term faculty retention. Key Words: Faculty attrition, Faculty development, Faculty resignation, Faculty retention, Faculty turnover. Continuous...

scholarly journals Describing the dynamic translational science landscape through Core Voucher utilization

2019 ◽  
Vol 3 (2-3) ◽  
pp. 105-112 ◽  
Author(s):  
Elvira L. Liclican ◽  
Scott G. Filler ◽  
Jonathan Kaye ◽  
Christopher T. Denny
Keyword(s):  
Los Angeles ◽  
Academic Research ◽  
Faculty Members ◽  
Translational Science ◽  
Dynamic Feedback ◽  
Software Applications ◽  
Research Mission ◽  
Core Facilities ◽  
The University ◽  
Made In

AbstractIntroduction:Core facilities play crucial roles in carrying out the academic research mission by making available to researchers advanced technologies, facilities, or expertise that are unfeasible for most investigators to obtain on their own. To facilitate translational science through support of core services, the University of California, Los Angeles Clinical and Translational Science Institute (UCLA CTSI) created a Core Voucher program. The underlying premise is that by actively promoting interplay between researchers and core facilities, a dynamic feedback loop could be established that could enhance both groups, the productivity of the former and the relevance of the latter. Our primary goal was to give translational investigators what they need to pursue their immediate projects at hand.Methods:To implement this system across four noncontiguous campuses, open-source web-accessible software applications were created that were scalable and could efficiently administer investigator submissions and subsequent reviews in a multicampus fashion.Results:In the past five years, we have processed over 1400 applications submitted by over 750 individual faculty members across both clinical and nonclinical departments. In total, 1926 core requests were made in conjunction with 1467 submitted proposals. The top 10 most popular cores accounted for 50% of all requests, and the top half of the most popular cores accounted for 90% of all requests.Conclusion:Tracking investigator demand provides a unique window into what are the high- and low-priority core services that best support translational research.

scholarly journals Building capacity for collaborative research on opioid and other substance use disorders through the Clinical and Translational Science Award Program

2019 ◽  
Vol 4 (2) ◽  
pp. 81-89 ◽  
Author(s):  
Linda B. Cottler ◽  
Alan I. Green ◽  
Harold Alan Pincus ◽  
Scott McIntosh ◽  
Jennifer L. Humensky ◽  
...  
Keyword(s):  
Best Practices ◽  
Translational Research ◽  
Data Science ◽  
Academic Research ◽  
Translational Science ◽  
Timely Response ◽  
The Usa ◽  
Science Community ◽  
Landscape Survey ◽  
Clinical And Translational Research

AbstractThe opioid crisis in the USA requires immediate action through clinical and translational research. Already built network infrastructure through funding by the National Institute on Drug Abuse (NIDA) and National Center for Advancing Translational Sciences (NCATS) provides a major advantage to implement opioid-focused research which together could address this crisis. NIDA supports training grants and clinical trial networks; NCATS funds the Clinical and Translational Science Award (CTSA) Program with over 50 NCATS academic research hubs for regional clinical and translational research. Together, there is unique capacity for clinical research, bioinformatics, data science, community engagement, regulatory science, institutional partnerships, training and career development, and other key translational elements. The CTSA hubs provide unprecedented and timely response to local, regional, and national health crises to address research gaps [Clinical and Translational Science Awards Program, Center for Leading Innovation and Collaboration, Synergy paper request for applications]. This paper describes opportunities for collaborative opioid research at CTSA hubs and NIDA–NCATS opportunities that build capacity for best practices as this crisis evolves. Results of a Landscape Survey (among 63 hubs) are provided with descriptions of best practices and ideas for collaborations, with research conducted by hubs also involved in premier NIDA initiatives. Such collaborations could provide a rapid response to the opioid epidemic while advancing science in multiple disciplinary areas.

scholarly journals Making Study Abroad a Winning Proposition for Pre-Tenure Faculty

2009 ◽  
Vol 18 (1) ◽  
pp. 231-240 ◽  
Author(s):  
William G. Moseley
Keyword(s):  
Study Abroad ◽  
Junior Faculty ◽  
Faculty Members ◽  
Study Abroad Programs ◽  
Swarthmore College ◽  
Pomona College ◽  
Research Collaborations ◽  
University Of Cape Town ◽  
The University

Assuming that junior faculty have something to contribute to study abroad, how might colleges and universities increase the participation of pre-tenure faculty in study abroad programs in a way that both enhances the student experience and furthers the goals of these faculty members? While much has been written about the positive aspects of study abroad for students (e.g., Dwyer and Peters 2004; Hadis 2005), there is smaller literature on the benefits of study abroad for faculty (e.g., Goodwin and Nacht 1991; Hornig 1995), and especially junior faculty. Using a Macalester College-Pomona College-Swarthmore College sponsored program at the University of Cape Town as a case study, this article outlines how study abroad opportunities may be leveraged in support of the research imperatives of junior faculty, as a mechanism for encouraging student-faculty research collaborations, as a vehicle for exploring collaboration with non-US faculty, and (most obviously) a joyful opportunity for sharing one’s place-based knowledge. 

scholarly journals INTRODUCTION TO THE SPECIAL ISSUE ON BLENDED LEARNING

2019 ◽  
Vol 13 (1) ◽  
Author(s):  
Anthony G. Picciano
Keyword(s):  
Best Practices ◽  
Blended Learning ◽  
Educational Leaders ◽  
Lessons Learned ◽  
Faculty Members ◽  
Educational Goals ◽  
Instructional Designers ◽  
University Of Illinois ◽  
The University ◽  
Goals And Objectives

In April 2008, the University of Illinois-Chicago hosted the Fifth Sloan-C Workshop on Blended Learning and Higher Education. This workshop attracted 180 educational leaders, faculty members, instructional designers and researchers who discussed, shared and considered effective practices in the design and delivery of blended learning environments. Presentations on best practices, lessons learned, and research on the phenomenon of blended learning stoked the discussion for two days.The theme of the workshop, Blending with Purpose, attempted to focus the discussions on the importanceof designing blended learning courses and programs with specific educational goals and objectives in mind. The theme developed out of a growing concern that many faculty were using the latest technology simply for the sake of the using technology without carefully considering the pedagogical benefits and “purpose”. The organizing committee for the workshop also understood that blended learning was not just a faculty-driven activity but needed support and guidance from the administration and instructional designers. As a result, three areas of focus helped organize the workshop activities namely: administration, pedagogy, and evaluation/assessment.

scholarly journals A study on the image of school staff and faculty members responsible for schools and community development in a declining population-Focusing on Korean teachers

Impact ◽  
2020 ◽  
Vol 2020 (9) ◽  
pp. 15-17
Author(s):  
Kimiko Ozaki
Keyword(s):  
Community Development ◽  
South Korea ◽  
Sense Of Community ◽  
Rural Areas ◽  
Human Science ◽  
Faculty Members ◽  
Small Populations ◽  
Collaborative Project ◽  
Declining Populations ◽  
The University

In rural areas of Japan and South Korea, where some small populations are situated, schools take on a great importance because they foster a sense of community and vibrancy in a village. The problems associated with these smaller schools is exacerbated by many factors, such as declining populations, as more and more people move from rural areas to larger towns and cities. Japan, in particular, is experiencing challenges with schools in the low upland areas closing. One of the big challenges with the closures of rural schools is how the children in these communities can access education. Professor Kimiko Ozaki has established a collaborative project with researchers in Japan and South Korea. Based within the Department of Human Science and Environment at the University of Hyogo in Japan, Ozaki has embarked on a study that aims to understand the future implications of the situation for Japan by looking at the current environment in South Korea.

Directing and Teaching in a Summer Intensive Program in Portuguese

PMLA ◽  
2012 ◽  
Vol 127 (4) ◽  
pp. 980-982
Author(s):  
Severino J. Albuquerque
Keyword(s):  
Junior Faculty ◽  
Faculty Members ◽  
Work Situation ◽  
University Of Wisconsin ◽  
Intensive Program ◽  
The University ◽  
Probationary Period

Early in my probationary period at the university of wisconsin, madison, long before my department (spanish and portuguese) began assigning mentors to junior faculty members, I found myself in a work situation that would shape my career profoundly.

scholarly journals 4255 Indiana Clinical and Translational Sciences Institute (CTSI) – CTSA-wide podcast opportunity

2020 ◽  
Vol 4 (s1) ◽  
pp. 87-87
Author(s):  
Christine Drury ◽  
Aaron E. Carroll
Keyword(s):  
New York ◽  
Translational Research ◽  
Workforce Development ◽  
Science Communication ◽  
New York Times ◽  
List Type ◽  
Community Members ◽  
Audience Engagement ◽  
Study Population ◽  
The University

OBJECTIVES/GOALS: The podcasts highlight work from our partners: Indiana University, Purdue University and the University of Notre Dame.Our goal is to expand our podcast reach to include work from at least three additional CTSAs, as well as highlighting the benefits of translational research to the public.METHODS/STUDY POPULATION: Aaron E. Carroll, is the director of Education and Workforce Development for the Indiana CTSI and a popular writer covering health, research, and policy for The New York Times. He is host of the Indiana CTSI-sponsored Healthcare Triage podcasts as well as the Healthcare Triage YouTube show, with 340,000 subscribers. We will leverage his audience and research expertise to grow the Indiana CTSI podcast participation and increase audience engagement.We will eventually allow the nation-wide network of CTSAs to pitch guests and shows covering Translational Research, and invite local CTSA leadership or faculty to participate in the podcast.RESULTS/ANTICIPATED RESULTS: Utilizing quantitative analytics, we expect to see a significant increase in podcast downloads and listeners as we expand our offering to other CTSAs, beyond IndianaWe expect that the CTSA-wide podcast will increase the nationwide level of knowledge and understanding of NCATS, translational research, and its benefits to society and healthcare.We anticipate, through this expanded podcast offering, a growing number of community members who are informed and engaged on the topics of translational research, clinical and translational sciences and beyond.DISCUSSION/SIGNIFICANCE OF IMPACT: Podcasts are a convenient, portable, and efficient form of science communication.Podcasts also make information personal and offer us an excellent and innovative communications vehicle to spread the word about translational research, as well as the excellent work happening at each of our CTSAs.

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