scholarly journals 2244

2017 ◽  
Vol 1 (S1) ◽  
pp. 46-46
Author(s):  
Elias M. Samuels ◽  
Thomas E. Perorazio ◽  
Brenda Eakin ◽  
Ellen Champagne ◽  
Marilyn Lantz
Keyword(s):  
Translational Research ◽  
Research Program ◽  
Training Programs ◽  
Research Training ◽  
Reliability And Validity ◽  
Health Professions ◽  
Competency Assessment ◽  
Post Test ◽  
Summer Research Program ◽  
Clinical And Translational Research

OBJECTIVES/SPECIFIC AIMS: The first goal of this project is to test the reliability and validity of an objective structured clinical exam (OSCE) that was designed to assess competency in clinical and translational research. The second goal is to evaluate the impact of MICHR’s Summer Research Program on the participating trainee’s competency development. METHODS/STUDY POPULATION: The methodology used for this study was reviewed and exempted from oversight by the U-M Institutional Review Board (HUM00113293). The participants in the study include 17 pre-doctoral students in health professions programs at U-M who participated MICHR’s Summer Research Program. The Research OSCE was administered using a pretest, post-test design. The pretest was administered once during the 1st week of program in the Summer of 2016 and the post-test during the 10th week of the program. The Research OSCE was proctored and rated by trained staff members. We will assess the reliability of the Research OSCE using Generalizability Theory (Webb et al., 2006). And the construct validity of the Research OSCE will be tested using factor analysis and other statistical analyses. Growth in the competence of the trainees participating in the Summer Research program will be evaluated by testing for significant differences between their pretest and post-test scores. RESULTS/ANTICIPATED RESULTS: We anticipate that this study will show that the Research OSCE is a reliable competency assessment with proven construct validity. We also anticipate that the use of the Research OSCE will show the trainees participating in the Summer Research program experienced a gain in competence during the course of the 10-week program. DISCUSSION/SIGNIFICANCE OF IMPACT: This project uses a common and standardized testing approach. The primary goal of this project is to evaluate the reliability and validity of an OSCE to assess competency in clinical and translational research. It represents a new application for a well-studied testing method used extensively in the health professions to assess the clinical competency of health practitioners. This project will lead to a better understanding of (a) the reliability and validity of the Research OSCE designed to test research competency and (b) the effectiveness of the Summer Research Program curriculum in better preparing participants to conduct clinical and translational research. Showing how a specific competency assessment can be used for this purpose will provide the administrators, evaluators, and other stakeholders of clinical and translational research training programs with information that can be used to design more rigorous and relevant evaluations of their research training programs.

scholarly journals 2292 Evaluating the impact of a K-award on clinical and translational research

2018 ◽  
Vol 2 (S1) ◽  
pp. 55-55
Author(s):  
Elias M. Samuels ◽  
Thomas E. Perorazio ◽  
Ellen Champagne ◽  
Brenda Eakin
Keyword(s):  
Translational Research ◽  
Research Training ◽  
Research Support ◽  
Research Experiences ◽  
Research Careers ◽  
Study Population ◽  
The Impact ◽  
Over Time ◽  
Clinical And Translational Research ◽  
Research Service

OBJECTIVES/SPECIFIC AIMS: Identify the impact of the provision of clinical and translational research training awards on investigators’ pursuit of clinical and translational research careers. METHODS/STUDY POPULATION: Propensity score matching and qualitative analysis/investigators receiving MICHR’s KL2 research training awards. RESULTS/ANTICIPATED RESULTS: While the evaluations of the impact of this service have shown participants find them to be valuable it is expected that participation in the workshop may be more beneficial to investigators with certain types of prior research experiences and who utilize more CTSA research support. DISCUSSION/SIGNIFICANCE OF IMPACT: Because this evaluation of a research service incorporate data representing investigator’s receipt of different CTSA resources, the findings can be used to inform the ongoing coordination of these services in ways that optimize their impact on the production of clinical and translational research. There is an enduring need for evaluations of CTSA programs to account for investigators’ use of different constellations of research services in order to identify what combinations of services over time are most effective at fostering successful clinical and translational research careers.

scholarly journals NIH Grant Awards as a Metric of Clinical and Translational Research Training Effectiveness

2014 ◽  
Vol 8 (1) ◽  
pp. 52-56 ◽  
Author(s):  
Jacqueline M. Knapke ◽  
Erin N. Haynes ◽  
Pierce Kuhnell ◽  
Joel Tsevat
Keyword(s):  
Translational Research ◽  
Research Training ◽  
Training Effectiveness ◽  
Clinical And Translational Research

scholarly journals 2531 Phase II award: Evaluation of outcomes in preparing independent researchers by continued mentoring and career development support (2006–2016)

2018 ◽  
Vol 2 (S1) ◽  
pp. 59-59
Author(s):  
Maria T. San Martin ◽  
Ruth Rios ◽  
Barbara Segarra ◽  
Karen G. Martinez ◽  
Estela Estape ◽  
...  
Keyword(s):  
Career Development ◽  
Phase I ◽  
Translational Research ◽  
Phase Ii ◽  
Time Management ◽  
Research Training ◽  
Development Program ◽  
Semistructured Interview ◽  
Research Experience ◽  
Clinical And Translational Research

OBJECTIVES/SPECIFIC AIMS: The Hispanic Clinical and Translational Education and Career Development program entails formal research training (Phase I) through an established post-doctoral Master of Science in Clinical and Translational Research. The most qualified graduates from Phase I compete to receive 1–2 years support for continued mentoring and career development (Phase II program) aiming to apply for a regular research grant or career award (K or R series). OBJECTIVE: This project aims to present an evaluation of the Phase II program and Scholars outcomes. METHODS/STUDY POPULATION: METHODS: Participants (n=12) responded to a semistructured interview including 43 questions about program’s processes and outcomes. Descriptive and content analysis was done. RESULTS/ANTICIPATED RESULTS: RESULTS: Results show that 83% are women, 42% are MD, and 67% are affiliated to the University of Puerto Rico-Medical Sciences Campus and 67% were able to fulfill their career development expectations during the Phase II Award. At present (92%) are conducting clinical research in their current position. Outcomes include new selection of research line, K Awards, and enhanced skills in clinical and translational research DISCUSSION/SIGNIFICANCE OF IMPACT: DISCUSSION: Challenges identified were: time management, better coaching and a more structured mentoring experience. The main benefit of the program were protected time, research budget, and the opportunity to acquire more research experience.

scholarly journals Improving clinical and translational research training: a qualitative evaluation of the Atlanta Clinical and Translational Science Institute KL2-mentored research scholars program

2016 ◽  
Vol 65 (1) ◽  
pp. 23-31 ◽  
Author(s):  
Dawn L Comeau ◽  
Cam Escoffery ◽  
Ariela Freedman ◽  
Thomas R Ziegler ◽  
Henry M Blumberg
Keyword(s):  
Career Development ◽  
Translational Research ◽  
Research Training ◽  
Minority Group ◽  
Junior Faculty ◽  
Translational Science ◽  
Underrepresented Minority ◽  
Science Institute ◽  
The Impact ◽  
Clinical And Translational Research

A major impediment to improving the health of communities is the lack of qualified clinical and translational research (CTR) investigators. To address this workforce shortage, the National Institutes of Health (NIH) developed mechanisms to enhance the career development of CTR physician, PhD, and other doctoral junior faculty scientists including the CTR-focused K12 program and, subsequently, the KL2-mentored CTR career development program supported through the Clinical and Translational Science Awards (CTSAs). Our evaluation explores the impact of the K12/KL2 program embedded within the Atlanta Clinical and Translational Science Institute (ACTSI), a consortium linking Emory University, Morehouse School of Medicine and the Georgia Institute of Technology. We conducted qualitative interviews with program participants to evaluate the impact of the program on career development and collected data on traditional metrics (number of grants, publications). 46 combined K12/KL2 scholars were supported between 2002 and 2016. 30 (65%) of the 46 K12/KL2 scholars are women; 24 (52%) of the trainees are minorities, including 10 (22%) scholars who are members of an underrepresented minority group. Scholars reported increased research skills, strong mentorship experiences, and positive impact on their career trajectory. Among the 43 scholars who have completed the program, 39 (91%) remain engaged in CTR and received over $89 000 000 as principal investigators on federally funded awards. The K12/KL2 funding provided the training and protected time for successful career development of CTR scientists. These data highlight the need for continued support for CTR training programs for junior faculty.

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