scholarly journals 2475 The leveling of clinical research competencies

2018 ◽  
Vol 2 (S1) ◽  
pp. 61-61
Author(s):  
Carolynn T. Jones ◽  
Rebecca N. Brouwer ◽  
Carmen E. Aldinger ◽  
Robert Kolb ◽  
William Gluck ◽  
...  
Keyword(s):  
Clinical Research ◽  
Workforce Development ◽  
Professional Associations ◽  
Advanced Level ◽  
Content Expert ◽  
Research Competencies ◽  
Study Population ◽  
High Level ◽  
International Clinical Research ◽  
And Training

OBJECTIVES/SPECIFIC AIMS: Objectives/goals: Describe the process used to develop leveled competencies and associated examples. Discuss the final leveled competencies and their potential use in clinical research professional workforce initiatives. METHODS/STUDY POPULATION: The revised JTFCTC Framework 2.0 has 51 competency statements, representing 8 domains. Each competency statement has now been refined to delineate fundamental, skilled or advanced levels of knowledge and capability. Typically, the fundamental level describes the competency for a professional that requires some coaching and oversight, but is able to understand and identify basic concepts. The skilled level of the competency reflects the professional’s solid understanding of the competency and use of the information to take action independently in most situations. The advanced level embodies high level thinking, problem solving, and the ability to guide others in the competency. The process for developing both the three levels and examples involved 5 workgroups, each chaired by a content expert and comprising of national/international clinical research experts, including representatives from research sites, professional associations, government, and industry and academic sponsors. RESULTS/ANTICIPATED RESULTS: The committee developed 51 specific competencies arrayed across 3 levels and examples of each to demonstrate an appropriate application of the competency. The competencies and examples, and potential utilization, will be described. DISCUSSION/SIGNIFICANCE OF IMPACT: The use of competencies in the context of workforce development and training initiatives is helping to create standards for the clinical research profession. These leveled competencies allow for an important refinement to the standards that can be used to enhance the quality and safety of the clinical research enterprise and guide workforce development.

scholarly journals 4197 A Landscape Analysis of CTSA websites for Clinical Research Professional Training Opportunities

2020 ◽  
Vol 4 (s1) ◽  
pp. 56-56
Author(s):  
Karen K Carter ◽  
Carolynn Thomas Jones
Keyword(s):  
Clinical Research ◽  
Workforce Development ◽  
Professional Training ◽  
Delivery Methods ◽  
Mandated Training ◽  
Medical Centers ◽  
Study Population ◽  
Survey Results ◽  
Training Opportunities ◽  
The Coordinator

OBJECTIVES/GOALS: We conducted a review of CTSA websites to understand the current landscape for CRP institutional professional development and training revealed in the CTSA hub websites. METHODS/STUDY POPULATION: We accessed and reviewed 59 currently funded CTSA hub websites for evidence of CRP training opportunities. Parameters reviewed included: 1) opportunities were specified for CRPs versus K and T trainees; 2) mandated training; 3) leveling; 4) delivery methods/resources; 5) public accessibility; 6) unique features. The website reviews informed a REDCap survey sent to the CTSA Administrators (n = 149) and the Coordinator Taskforce (n = 105) listservs to gain additional knowledge of CRP training available at the institution. A subsequent repeat review of the CTSA hub websites will be conducted to determine evolving trends. RESULTS/ANTICIPATED RESULTS: A total of 40 responded to the survey from 59 CTSA hubs. Survey results are being analyzed. Website review data are being tabulated and the subsequent review of websites will be collected in February. Those findings are pending and will include a comparison of prior findings. 42% of CRP hubs list CRP training within the CTSA hub website. Required onboarding training (beyond CITI certificates) is revealed for some hubs (15%). DISCUSSION/SIGNIFICANCE OF IMPACT: On our initial website review less than half of the CTSA hub websites list specific CRP training on their website. Many were hidden behind firewalls and could not be reviewed for content. The REDCap Survey will provide more granular descriptions of programs. Data from a second website review will be collected for comparison. Based on a preliminary re-review of sites, there is a suggestion of increasing CRP workforce development information. CTSAs are well-positioned to be a central hub for promoting educational excellence of the institutional workforce, for medical centers and in other venues where clinical research is performed.

DESIGNING E-LEARNING RESOURCES FOR TEACHING MATHEMATICS IN PRIMARY SCHOOL WITH ADOBE FLASH AND HTML5 SYSTEMS

2018 ◽  
pp. 49-57
Author(s):  
N. A. Gluzman
Keyword(s):  
Primary School ◽  
Web Applications ◽  
Special Importance ◽  
Learning Resources ◽  
Multimedia Presentations ◽  
Adobe Flash ◽  
E Learning ◽  
High Level ◽  
And Training ◽  
Training Practice

In the modern educational space regarding the realities of the information society special importance is attached to issues related to the provision of a high level of informatization of education, which implies teachers’ mastering the necessary competencies and the ability to introduce e-learning resources into educational and training practice. Adobe Flash as one of the platforms for creating web applications and multimedia presentations enjoys greatest popularity with users including teachers. However, in connection with the announcement of discontinuing Adobe Flash support in 2020, the issue of choosing an analog to create web applications and presentations for use in teaching purposes is becoming particularly relevant. The article provides a comprehensive analysis of developing electronic educational resources by teachers using Adobe Flash and HTML5 for teaching math in primary school.

Identifying the prevalence of undiagnosed cardiovascular disease risk factors in healthy Indians

2021 ◽  
Vol 28 (Supplement_1) ◽  
Author(s):  
S Thanvi ◽  
P Thakkar
Keyword(s):  
Risk Factors ◽  
Heart Attack ◽  
Low Density Lipoprotein ◽  
Density Lipoprotein ◽  
Healthy Individuals ◽  
Cvd Risk Factors ◽  
Cvd Risk ◽  
Health Checkup ◽  
Study Population ◽  
High Level

Abstract Funding Acknowledgements Type of funding sources: None. Introduction   Cardiovascular disease (CVD) including heart disease and stroke, is the leading cause of death globally and in India.  The importance of primary prevention, defined as interventions designed to modify adverse risk factors with the goal of preventing an initial CVD event has been established beyond doubt by several population based studies in healthy individuals. While there have been many studies defining the high prevalence in CVD risk factors in Indian population, this study sought to determine the prevalence of undiagnosed modifiable CVD risk factors in healthy individuals.  Methods The  cross sectional, analytical study was carried out at the hospitals, from 1st April 2015 to 31st dec 2017. Subjects between 18 - 70 years of age who were healthy and were undergoing health checkup were included in the study. A total of 5000 patients were screened, those having existing CVD risk factors were excluded from the study.  This study was approved by the institutional ethics committee of the hospital. Written informed consent was obtained from all subjects. The data collection record sheet was prepared based on validated and standardized questionnaires which was used to enter all data.  Physical examination for vitals and BMI was done by qualified physicians. Blood investigations were done for diabetes and dyslipidemia and thyroid dysfunction. ACC/AHA criteria was used for diagnosis of  hypertension, ADA criteria for diabetes. Joint British society 3 risk score and ASCVD risk score was calculated using standard calculators. Results At screening, 4998 participants aged ≥18 years were approached to participate in study. The study population included 2705 men (68.1%) and 1265 women (31.9%) with a mean age of 68± 18.8 years. The most prevalent risk factor was overweight and obesity (71.2%). The prevalence of undiagnosed HTN was 73.3%, undiagnosed pre-diabetes was 24.9% and undiagnosed diabetes was 28.3%. Out of total, 44.3% subjects had high level of low-density lipoprotein and 36.6% subjects had low level of high-density lipoprotein, 20.1% subjects had high level of very-low density lipoprotein (VLDL) and 17.3% subjects had high level of triglyceride. Tobacco smoking was present in 7.7% of the population. The risk estimation predicted 29.1% of the study participants to have more than 10% risk of heart attack/stroke risk at 10 years. Conclusion Our study reveals a fairly good snapshot of CVDs risk factors in healthy general population. Increased prevalence of high BMI, undiagnosed HTN, diabetes, dyslipidemia was present in our study population.  The population had significantly high predicted risk of heart attack/stroke. These findings warrant the need of community based life style modifications, regular health checkup for healthy population for early detection and modification of CVD risk factors.

YOU ARE WHAT THEY SEE

PEDIATRICS ◽  
1977 ◽  
Vol 60 (3) ◽  
pp. 312-312
Author(s):  
P. H. Rhodes
Keyword(s):  
Education And Training ◽  
Public Image ◽  
Value Judgments ◽  
The Public ◽  
High Level ◽  
And Training ◽  
Better Than

The value judgments about medicine are contributed to by the public image. Formerly this has been one of a devoted, caring, self-sacrificing, somewhat unworldly group of people, dedicated to their work for the suffering and diseased. But the doctors are not separate from society and they are affected by its values. These have been adopted by the profession so that it is coming to be seen as no worse and no better than any other group of comparable education and training. Its status has diminished and this has called into question its compensation at a high level. Status cannot be maintained when its base has been eroded.

Professional Development In Kosovo – Research Of Training Programs And Tests

2021 ◽  
Author(s):  
Bekim Samadraxha ◽  
Veton Alihajdari ◽  
Besim Mustafa ◽  
Ramë Likaj
Keyword(s):  
Professional Development ◽  
Workforce Development ◽  
Teaching And Learning ◽  
Training Programs ◽  
Continuing Professional Development ◽  
Added Value ◽  
Factors Affecting ◽  
Career Structure ◽  
Teacher Professional ◽  
And Training

Vocational Education Teachers are one of the main important assets for workforce development. This study of the workforce of VET teachers in selected partner countries has two main goals. The aim of this research is to evaluate the level of teacher’s development and training programs and test as well, to inform national policymakers about the situation and the needs of the VET teachers and, secondly, to help monitoring the implementation and the change of the teacher professional development. The methodology to be used is based on qualitative research methods, including interviews und surveys. A major focus of the survey is to enable policy makers to understand what is required to bring along improvements in the Continuing Professional Development (CPD) quality, effectiveness and responsiveness, as well as factors affecting teacher effectiveness in general, such as their motivation and career structure. Professional development for teachers and trainers is widely recognized as a vital tool for the educational reform (Bicaj, 2013). Research shows that the professional development can enduring improve the quality of teaching and learning, enhancing the effectiveness of education and training and providing added value to students, teachers and employers. There is no doubt about the importance of the Continuing Professional Development of VET teachers. Kosovo has for many years developed extensive policies to address this issue, and currently these policies are being implemented.

Using Mobile Technologies in Education

2017 ◽  
Vol 13 (4) ◽  
pp. 77-90 ◽  
Author(s):  
Célio Gonçalo Cardoso Marques ◽  
António Manso ◽  
Ana Paula Ferreira ◽  
Felisbela Morgado
Keyword(s):  
Teaching And Learning ◽  
Reading Skills ◽  
Mobile Technologies ◽  
Ministry Of Education ◽  
Digital Repository ◽  
Learning To Read ◽  
Level Of Satisfaction ◽  
Complex Process ◽  
High Level ◽  
And Training

The acquisition of reading skills is decisive for the academic achievement of students. However, learning to read is a complex process. With this in mind, several attempts have been made to find new educational approaches to enhance students' reading motivation. Considering the enormous potential of ICT for education and training, we have developed a digital repository of teaching and learning materials and a multiplatform application that runs on mobile devices: Letrinhas. This information system was designed to promote the development of reading and to provide tools for monitoring and assessing reading skills against the curricular targets set by the Ministry of Education. Letrinhas was evaluated by specialists and users and a high level of satisfaction was observed among students and teachers as time and effort spent to consolidate reading is considerably reduced with this application. This evaluation also enabled to identify features that will be available in the future.

scholarly journals Education and training of clinical and translational study investigators and research coordinators: A competency-based approach

2017 ◽  
Vol 1 (1) ◽  
pp. 16-25 ◽  
Author(s):  
Nancy A. Calvin-Naylor ◽  
Carolynn Thomas Jones ◽  
Michelle M. Wartak ◽  
Karen Blackwell ◽  
Jonathan M. Davis ◽  
...  
Keyword(s):  
Clinical Research ◽  
New Technologies ◽  
Standardized Assessments ◽  
Translational Study ◽  
Clinical Research Coordinators ◽  
Working Groups ◽  
Competency Based ◽  
Research Workforce ◽  
And Training ◽  
Research Professionals

IntroductionTraining for the clinical research workforce does not sufficiently prepare workers for today’s scientific complexity; deficiencies may be ameliorated with training. The Enhancing Clinical Research Professionals’ Training and Qualifications developed competency standards for principal investigators and clinical research coordinators.MethodsClinical and Translational Science Awards representatives refined competency statements. Working groups developed assessments, identified training, and highlighted gaps.ResultsForty-eight competency statements in 8 domains were developed.ConclusionsTraining is primarily investigator focused with few programs for clinical research coordinators. Lack of training is felt in new technologies and data management. There are no standardized assessments of competence.

Sign in / Sign up

Export Citation Format

Share Document