scholarly journals 4366 Aligning community-engaged research competencies with online training resources across the Clinical and Translational Science Award Consortium

2020 ◽  
Vol 4 (s1) ◽  
pp. 78-78
Author(s):  
Rebecca Jane Piasecki ◽  
Rebecca J Piasecki ◽  
Lisa D Quarles ◽  
Mona N Bahouth ◽  
Anwesha Nandi ◽  
...  
Keyword(s):  
Program Evaluation ◽  
Resource Sharing ◽  
Core Competencies ◽  
Past Research ◽  
Translational Science ◽  
School Of Nursing ◽  
Community Engaged Research ◽  
Project Coordinator ◽  
Training Resources ◽  
Funding Information

OBJECTIVES/GOALS: The extent that Clinical and Translational Science Award (CTSA) programs offer resources accessible online for training in community-engaged research (CEnR) core competencies is unknown. This study cataloged CEnR resources accessible online from CTSAs and mapped resources to CEnR core competencies. METHODS/STUDY POPULATION: Eight domains of CEnR core competencies were identified: knowledge/perceptions of CEnR; personal traits necessary for CEnR; knowledge of/relationships with communities; training for performing CEnR; CEnR methods; program evaluation; resource sharing and communication; and dissemination and advocacy. A systematic review of CEnR resources accessible online from CTSAs was conducted between July 2018 and May 2019. Resource content was independently reviewed by two reviewers and scored for inclusion of each domain of CEnR core competencies. Domain scores across all resources and inter-rater reliability in scoring domains were assessed using descriptive statistics and Cohen’s kappa coefficients. RESULTS/ANTICIPATED RESULTS: Overall, 214 resources available from 24 CTSAs were eligible for full review. Scoring discrepancies for at least one domain within a resource initially occurred in 51% of resources. “CEnR methods” (50.5%; 108 of 214) and “Knowledge of/relationships with the community” (40.2%; 86 of 214) were most frequently addressed and “Program evaluation” (12.1%; 26 of 214) and “Dissemination and advocacy” (11.2%; 24 of 214) were least frequently addressed domains. Additionally, challenges were noted in navigating CTSA websites to access CEnR resources, and CEnR competency nomenclature was not standardized. DISCUSSION/SIGNIFICANCE OF IMPACT: Our findings guide CEnR stakeholders to identify CEnR resources accessible online and gaps to address in CEnR resource development. Standardized nomenclature for CEnR competencies is needed for effective CEnR resource classification. Uniform organization of CTSA websites may maximize navigability. CONFLICT OF INTEREST DESCRIPTION: In addition to the funding information listed previously (see above), within the last three years, R.J. Piasecki has been employed as: Project Coordinator, CEnR Online Learning Project, Johns Hopkins University School of Nursing (Current) Temporary Employee (Doctoral Student Intern), Michigan State University Institute for Health Policy (Current) Clinical RN, Intrastaff at the Johns Hopkins Health System (Past) Research Data Analysis Assistant, Maryland Institute for Emergency Medical Services (Past - contracted)

scholarly journals Aligning community-engaged research competencies with online training resources across the Clinical and Translational Science Award Consortium

2020 ◽  
pp. 1-8
Author(s):  
Rebecca J. Piasecki ◽  
Elisa D. Quarles ◽  
Mona N. Bahouth ◽  
Anwesha Nandi ◽  
Alicia Bilheimer ◽  
...  
Keyword(s):  
Core Competencies ◽  
Core Competency ◽  
Online Resources ◽  
Translational Science ◽  
Community Engaged Research ◽  
Research Competencies ◽  
Resource Classification ◽  
Competency Domain ◽  
Training Resources ◽  
Competency Domains

Abstract Introduction: The extent to which Clinical and Translational Science Award (CTSA) programs offer publicly accessible online resources for training in community-engaged research (CEnR) core competencies is unknown. This study cataloged publicly accessible online CEnR resources from CTSAs and mapped resources to CEnR core competency domains. Methods: Following a search and review of the current literature regarding CEnR competencies, CEnR core competency domains were identified and defined. A systematic review of publicly accessible online CEnR resources from all 64 current CTSAs was conducted between July 2018 and May 2019. Resource content was independently reviewed by two reviewers and scored for the inclusion of each CEnR core competency domain. Domain scores across all resources were assessed using descriptive statistics. Results: Eight CEnR core competency domains were identified. Overall, 214 CEnR resources publicly accessible online from 35 CTSAs were eligible for review. Scoring discrepancies for at least one domain within a resource initially occurred in 51% of resources. “CEnR methods” (50.5%) and “Knowledge and relationships with communities” (40.2%) were the most frequently addressed domains, while “CEnR program evaluation” (12.1%) and “Dissemination and advocacy” (11.2%) were the least frequently addressed domains. Additionally, challenges were noted in navigating CTSA websites to access CEnR resources, and CEnR competency nomenclature was not standardized. Conclusions: Our findings guide CEnR stakeholders to identify publicly accessible online resources and gaps to address in CEnR resource development. Standardized nomenclature for CEnR competency is needed for effective CEnR resource classification. Uniform organization of CTSA websites may maximize navigability.

scholarly journals Ready or not? Observations from a long-standing community engagement advisory board about investigator competencies for community-engaged research

2018 ◽  
Vol 2 (3) ◽  
pp. 129-134 ◽  
Author(s):  
Alicia K. Matthews ◽  
Amparo Castillo ◽  
Emily Anderson ◽  
Marilyn Willis ◽  
Wendy Choure ◽  
...  
Keyword(s):  
Community Engagement ◽  
Core Competencies ◽  
Educational Programs ◽  
Advisory Board ◽  
Translational Science ◽  
Important Work ◽  
University Of Illinois ◽  
Community Engaged Research ◽  
Competency Based ◽  
The University

Preparing investigators to competently conduct community-engaged research is critical to achieving Clinical and Translational Science Award (CTSA) program goals. The purpose of this study is to describe the perspectives of members of a long-standing community engagement advisory board (CEAB) on investigators’ readiness to engage communities and indicators of investigator competence in community-engaged research, in order to suggest core competencies to guide the development of CTSA-sponsored educational programs. Two 90-minute focus groups were conducted with a subset of members of a CEAB (n=19) affiliated with the Center for Clinical and Translational Science at the University of Illinois at Chicago. CEAB members identified a range of investigator skills and practices that demonstrate readiness to engage in community-engaged research. Eight competencies were identified that should be incorporated in providing education to enhance the readiness and competency of CTSA-affiliated researchers planning to engage communities in research. CEAB observations demonstrate the necessity of developing competency-based educational programs that prepare clinical and translational scientists at all levels for the important work of community-engaged research.

scholarly journals Trust in Community-Engaged Research Partnerships: A Methodological Overview of Designing a Multisite Clinical and Translational Science Awards (CTSA) Initiative

2019 ◽  
Vol 43 (3) ◽  
pp. 180-192
Author(s):  
Mimi M. Kim ◽  
Ann Cheney ◽  
Anita Black ◽  
Roland J. Thorpe ◽  
Crystal Wiley Cene ◽  
...  
Keyword(s):  
Concept Mapping ◽  
Academic Research ◽  
Future Research ◽  
Translational Science ◽  
Community Health Care ◽  
Minority Communities ◽  
Research Partnerships ◽  
Mixed Methods Approach ◽  
Community Engaged Research ◽  
Stakeholder Groups

Community-engaged research (CEnR) builds on the strengths of the Clinical and Translational Science Awards (CTSA) framework to address health in underserved and minority communities. There is a paucity of studies that identify the process from which trust develops in CEnR partnerships. This study responds to the need for empirical investigation of building and maintaining trust from a multistakeholder perspective. We conducted a multi-institutional pilot study using concept mapping with to better understand how trust, a critical outcome of CEnR partnerships, can act as “social capital.” Concept mapping was used to collect data from the three stakeholder groups: community, health-care, and academic research partners across three CTSAs. Concept mapping is a mixed-methods approach that allows participants to brainstorm and identify factors that contribute to a concept and describe ways in which those factors relate to each other. This study offers important insights on developing an initial set of trust measures that can be used across CTSAs to understand differences and similarities in conceptualization of trust among key stakeholder groups, track changes in public trust in research, identify both positive and negative aspects of trust, identify characteristics that maintain trust, and inform the direction for future research.

scholarly journals 4350 From Translational to Transformational: Establishing CLIC’s Vision for a Research Education and Training Community

2020 ◽  
Vol 4 (s1) ◽  
pp. 62-62
Author(s):  
Alfred Vitale ◽  
Russell Lackey ◽  
Melissa Trayhan ◽  
Robert White
Keyword(s):  
Career Development ◽  
Education And Training ◽  
Educational Resources ◽  
Special Interest Groups ◽  
Translational Science ◽  
Career Trajectory ◽  
Research Education ◽  
Training Resources ◽  
Training Community ◽  
And Training

OBJECTIVES/GOALS: The new CLIC Education & Career Development Gateway aims to be a translational science workforce ecosystem for CTSAs to share learning and training resources and career opportunities. The Gateway also provides individualized assistance to identify and implement TS learning and training resources. METHODS/STUDY POPULATION: The CLIC Education & Career Development Gateway, located on the CLIC website, is an entry way to: 1) the Education Clearinghouse, a platform where CTSA Program hubs can find and share educational resources individually or as part of resource kits; 2) the Opportunities Board, which includes jobs and mini-sabbaticals from CTSA Program hubs; and 3) the Education & Training Navigator, a personalized approach to education and training requests. These approaches help empower and support a cooperative learning and training community that is inclusive and collaborative, facilitating and amplifying opportunities for the sharing of educational resources throughout the translational science workforce. RESULTS/ANTICIPATED RESULTS: Through a person-centered, direct engagement approach, the anticipated outcomes of these efforts are to promote increased collaboration across CTSA Program Hubs and partners, and the amplification of accessible, relevant existing resources. Another anticipated outcome is increased production of educational materials through the reduction of work duplication and identification of gaps in education and training resources. The Gateway also provides an opportunity to communicate the work and efforts that consortium-level special groups (working groups, special interest groups, etc.) produce. Ongoing evaluations and suggestions will help determine future improvements and functionalities. DISCUSSION/SIGNIFICANCE OF IMPACT: CLIC’s education and training ecosystem promotes education as a community space to facilitate opportunities for collaboration and partnerships, amplifying visibility of the work created by members of the CTSA community, and encouraging a transformative career trajectory for trainees and scholars.

scholarly journals Community-Engaged Research in Translational Science: Innovations to Improve Health in Appalachia

2021 ◽  
pp. 1-20
Author(s):  
Scott D. Rhodes ◽  
Parissa J. Ballard ◽  
Keena R. Moore ◽  
Karen Klein ◽  
Isaiah Randall ◽  
...  
Keyword(s):  
Translational Science ◽  
Community Engaged Research ◽  
Improve Health

scholarly journals Use of Web 2.0 Social Media Platforms to Promote Community-Engaged Research Dialogs: A Preliminary Program Evaluation

2016 ◽  
Vol 5 (3) ◽  
pp. e183 ◽  
Author(s):  
Miguel Valdez Soto ◽  
Joyce E Balls-Berry ◽  
Shawn G Bishop ◽  
Lee A Aase ◽  
Farris K Timimi ◽  
...  
Keyword(s):  
Social Media ◽  
Program Evaluation ◽  
Web 2.0 ◽  
Community Engaged Research ◽  
Social Media Platforms ◽  
Preliminary Program

scholarly journals 2122 Perspectives on increasing competency in using digital practices and approaches to enhance clinical translational research: A qualitative study

2018 ◽  
Vol 2 (S1) ◽  
pp. 59-59
Author(s):  
Katja Reuter ◽  
Kelsey Simpson ◽  
Namquyen Le ◽  
Ricky N. Bluthenthal ◽  
Cecilia M. Patino-Sutton
Keyword(s):  
Qualitative Study ◽  
Translational Research ◽  
Southern California ◽  
Core Competencies ◽  
Doctoral Degree ◽  
Responsible Conduct Of Research ◽  
Translational Science ◽  
Snowball Sampling ◽  
Hands On ◽  
And Training

OBJECTIVES/SPECIFIC AIMS: The use of digital practices and approaches can potentially increase the quality and efficiency of all phases of the traditional clinical translational research (CTR) process. The purpose of this qualitative study was to describe key stakeholders’ perspectives on the need to: (A) formalize training in digital practices and approaches among CTR trainees; and (B) develop an aligned educational framework that defines core competencies, educational methods, and evaluation metrics. METHODS/STUDY POPULATION: Participants (n=66) were recruited via email from June to November 2017 using purposive and snowball sampling methods across 4 groups: (1) English speaking national and international experts from academic and private sector institutions with working experience in using digital practices and approaches in research (n=36), (2) CTR educators (n=8), (3) CTR trainees (n=13), and (4) Members of the Southern California Clinical and Translational Science Institute at the University of Southern California (n=9). Online focus groups were conducted using a semi-structured, open-ended interview guide through Google Hangouts and a conference call interface. Sessions were recorded and transcribed verbatim, and 2 research team members performed independent content analyses to identify before and emergent themes using an inductive analytic approach. Kappa was calculated for inter-rater agreement and repeated until agreement was at least 0.70. RESULTS/ANTICIPATED RESULTS: Participants’ average age (41.2 yrs, SD 9.26), gender (59% females), non-Hispanic (97%), race (72% White), and doctoral degree (67%). In total, 85% reported experience in teaching digital practices and approaches in research, although 70% were currently not teaching in this field. Participants reported that complementary teaching in digital practices and approaches across the 15 Clinical and Translational Science Award (CTSA) CTR competency areas was relevant, especially in literature review, research implementation, statistical approaches, biomedical informatics, regulatory support, responsible conduct of research, scientific communication, translational teamwork, cross-disciplinary training, leadership, and community engagement; and less so in literature critique, study design, sources of error, and cultural diversity. Additional competencies were identified, for example, online study recruitment, crowdfunding, team and project management, scholarly impact metrics (Altmetrics), ethical and regulatory guidance for conducting research using digital approaches. Five main educational practices were identified including online training sessions, flexible on-demand modules, in-person consultations and training, and project-oriented hands-on workshops. Among the identified challenges were the need for clear metrics in order to evaluate such a training program. DISCUSSION/SIGNIFICANCE OF IMPACT: There was consistent support for a structured program to help CTR trainees to develop competency in digital research practices and approaches. Our results indicate that an education program focused on digital practices and approaches should include a step-wise approach to meet different research and training goals, allowing attendees to increase their awareness and specialized hands-on practical experience.

scholarly journals Knowledge Management Framework for Cloud Federation

2021 ◽  
pp. 123-132
Author(s):  
Wahiba Mellaoui ◽  
Richard Posso ◽  
Yodit Gebrealif ◽  
Erik Bock ◽  
Jörn Altmann ◽  
...  
Keyword(s):  
Knowledge Management ◽  
Strategic Alliances ◽  
Resource Sharing ◽  
Positive Impact ◽  
Core Competencies ◽  
Cloud Service ◽  
Resource Provisioning ◽  
Cloud Federation ◽  
Working Together ◽  
Strategic Goals

AbstractA cloud federation (CF) is an alliance of cloud service providers (CSPs) working together to overcome scalability and portability barriers. However, there are some business challenges (e.g., lack of trust, lack of schemes for revenue sharing, and lack of schemes for resource sharing) and technological challenges (e.g., missing schemes for resource provisioning, lack of coordinated resource management, and little load balancing), causing instability in CFs. As CF alliances pursue strategic goals, they require intensive knowledge sharing. In fact, practitioners have confirmed a positive impact of knowledge management on stability and success of strategic alliances (SA). According to the literature, SAs may also face learning issues such as non–controlled information revelation or unbalanced dissemination of core competencies. These findings pose challenges about the nature of the knowledge and how to share it within a CF. Nonetheless, there is only scarce literature on KM in CF. Thus, the purpose of the paper is to propose a KM framework for CFs with the aim of strengthening stability and potential CF commercialization.

scholarly journals Development of a self-directed, online-learning curriculum to increase community-engaged research in clinical and translational science

2017 ◽  
Vol 1 (2) ◽  
pp. 135-139 ◽  
Author(s):  
Joyce E. Balls-Berry ◽  
Heather Billings ◽  
Laura Ernste ◽  
Miguel Valdez Soto ◽  
Katrin Frimannsdottir ◽  
...  
Keyword(s):  
Online Learning ◽  
Medical Research ◽  
Educational Needs ◽  
Translational Science ◽  
Community Members ◽  
Community Engaged Research ◽  
Health Community ◽  
Improve Health

BackgroundMedical research strives to improve health; community-engaged research (CEnR) supports translation to the community.MethodsThis article describes the use of andragogical theory to develop asynchronous CEnR training.ResultsA total of 43 researchers and community members completed at least one module. The majority (67%–100%) stated that training met their educational needs and noted a desire for more information.ConclusionThe curriculum reinforced CEnR principles to enhance medical research.

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