Judicial Notebook: Determining trial competency.

2003 ◽  
Author(s):  
Charles Ewing
Keyword(s):  
Trial Competency

scholarly journals Acute care research competencies for clinical research professionals

2020 ◽  
Vol 4 (6) ◽  
pp. 485-492
Author(s):  
Stephanie Schuckman ◽  
Lynn Babcock ◽  
Cristina Spinner ◽  
Opeolu Adeoye ◽  
Dina Gomaa ◽  
...  
Keyword(s):  
Clinical Research ◽  
Acute Care ◽  
Performance Metrics ◽  
Task Force ◽  
Continuing Professional Development ◽  
Personal Characteristics ◽  
Care Research ◽  
Trial Competency ◽  
Conducting Research ◽  
Research Professionals

AbstractIntroduction:Acute care research (ACR) is uniquely challenged by the constraints of recruiting participants and conducting research procedures within minutes to hours of an unscheduled critical illness or injury. Existing competencies for clinical research professionals (CRPs) are gaining traction but may have gaps for the acute environment. We sought to expand existing CRP competencies to include the specialized skills needed for ACR settings.Methods:Qualitative data collected from job shadowing, clinical observations, and interviews were analyzed to assess the educational needs of the acute care clinical research workforce. We identified competencies necessary to succeed as an ACR-CRP, and then applied Bloom’s Taxonomy to develop characteristics into learning outcomes that frame both knowledge to be acquired and job performance metrics.Results:There were 28 special interest competencies for ACR-CRPs identified within the eight domains set by the Joint Task Force (JTF) of Clinical Trial Competency. While the eight domains were not prioritized by the JTF, in ACR an emphasis on Communication and Teamwork, Clinical Trials Operations, and Data Management and Informatics was observed. Within each domain, distinct proficiencies and unique personal characteristics essential for success were identified. The competencies suggest that a combination of competency-based training, behavioral-based hiring practices, and continuing professional development will be essential to ACR success.Conclusion:The competencies developed for ACR can serve as a training guide for CRPs to be prepared for the challenges of conducting research within this vulnerable population. Hiring, training, and supporting the development of this workforce are foundational to clinical research in this challenging setting.

scholarly journals 2479 Acute care research competencies for clinical research professionals: A practitioner inquiry approach and assessment

2018 ◽  
Vol 2 (S1) ◽  
pp. 51-51
Author(s):  
Jacqueline Knapke ◽  
Brett Kissela ◽  
Lynn Babcock ◽  
Schuckman Stephanie
Keyword(s):  
Clinical Research ◽  
Acute Care ◽  
Task Force ◽  
Care Research ◽  
Joint Task ◽  
Research Competencies ◽  
Joint Task Force ◽  
Trial Competency ◽  
New Hire ◽  
Research Professionals

OBJECTIVES/SPECIFIC AIMS: Acute care research is a unique area of clinical research that demands specialized skills, knowledge, and talents from empathetic professionals working in the field. Building off existing competencies for clinical research professionals, the Cincinnati Acute Care Research Council (ACRC) developed additional areas of competency for professionals working in the acute care research discipline. METHODS/STUDY POPULATION: Qualitative data obtained from job shadowing, clinical observations, and interviews were analyzed to understand the educational needs and desires of the acute care research workforce. We then utilized Bloom’s Taxonomy to build acute care research competencies that are measurable for job performance and build off of foundational clinical research professionals’ domains and competencies developed by the Joint Task Force of Clinical Trial Competency. RESULTS/ANTICIPATED RESULTS: Results suggest 35 special interest competencies for acute care clinical research professionals under 8 common domains set by the Joint Task Force of Clinical Trial Competency. Additionally an approved ACRC tactic, from actionable learnings through community assessments throughout 2017, is the creation of a Task Force made up of acute care research Principal Investigators and Clinical Research Directors to focus on the identified training and professional development obstacles in the clinical research enterprise. DISCUSSION/SIGNIFICANCE OF IMPACT: The competencies developed for acute care research should serve as guidelines for training a workforce prepared for the challenges of conducting research with each acute audience, as its own vulnerable population. These competencies will guide development of a multi-pronged program of professional development that will include new hire onboarding, new hire on-job training, and ongoing on-job training.

scholarly journals An Investigation of Competency to Participate in Legal Proceedings in Canada

1997 ◽  
Vol 42 (8) ◽  
pp. 869-875 ◽  
Author(s):  
Karen E Whittemore ◽  
James RP Ogloff ◽  
Ronald Roesch
Keyword(s):  
Legal Issues ◽  
Criminal Proceedings ◽  
Guilty Plea ◽  
Specific Approach ◽  
Legal Proceedings ◽  
Fitness To Stand Trial ◽  
Individual Measure ◽  
Trial Competency ◽  
The Individual ◽  
Competency Assessments

Objective: To assess fitness to stand trial, competency to plead guilty, and competency to understand Charter cautions to determine if the level of competency varies across these domains. Methods: The Fitness Interview Test-Revised (FIT-R) and the Test of Charter Comprehension (ToCC) were administered to a group of individuals held on remand for fitness evaluations. Additionally, several questions from the FIT-R that address the ability to make a guilty plea were assessed separately and constituted an individual measure of competency to plead guilty (CoP). Results: As predicted, the results indicated that the fact that an individual is competent at one juncture in the criminal proceedings does not mean that the individual necessarily is competent at all other stages of the proceedings. Conclusions: These findings suggest a need for a stage-specific approach to forensic competency assessments, requiring specialized instruments designed to assess the legal issues of competency at the various stages of legal proceedings.

Trial Competency Instrument

1998 ◽  
Author(s):  
Taiping Ho ◽  
Bruce B. Henderson
Keyword(s):  
Trial Competency

Trial Competency Among Mentally Retarded Offenders: Assessment Techniques and Related Considerations

1986 ◽  
Vol 14 (1-2) ◽  
pp. 177-185 ◽  
Author(s):  
John A. Chellsen
Keyword(s):  
Common Law ◽  
Mentally Retarded ◽  
Competency To Stand Trial ◽  
Assessment Techniques ◽  
Competency Evaluations ◽  
Trial Competency ◽  
Competency Program

The origins of standards of competency to stand trial are in English common law. Present standards in use are outlined and discussed. Procedures for evaluation of trial competency are in the developing stages; a variety of these procedures are discussed and critiqued. Data from a trial competency program suggest the need for greater sophistication in competency evaluations. Further methodological and philosophical clarity would assist the clinician in making meaningful determinations of competency.

scholarly journals 2007 The clinical research operations program: Educating clinical research staff

2018 ◽  
Vol 2 (S1) ◽  
pp. 61-61
Author(s):  
Peg Tsao ◽  
Veronica Haight ◽  
Ashley Dunn ◽  
Lisa Jackson ◽  
Steven Goodman
Keyword(s):  
Clinical Research ◽  
Task Force ◽  
Regulatory Compliance ◽  
Easy Access ◽  
Staff Retention ◽  
Final Exam ◽  
Joint Task ◽  
Class Environment ◽  
Trial Competency ◽  
Safety Considerations

OBJECTIVES/SPECIFIC AIMS: The Clinical Research Operations Program is a free educational program designed to educate clinical research personnel on the conduct of clinical research (CR). The participant completes 16 required core sessions (24 h), 4 elective sessions (4 h), and passes the final exam to receive a certification in CR operations at Stanford. Sessions focus on the 9 domains of CR (established by the Joint Task Force for Clinical Trial Competency), such as Ethical & Participant Safety Considerations, Clinical Study Operations, & Data Management/Informatics. METHODS/STUDY POPULATION: Sessions are taught by volunteer lecturers. Participants may also attend the sessions without pursuing the certification. The program objective is to provide easy-access education in CR in order to increase regulatory compliance, staff retention, and improve CR at Stanford. The program targets CR coordinators, however, staff, postdocs, fellows, and faculty also participate. RESULTS/ANTICIPATED RESULTS: Since the program’s launch in January 2017, 119 individuals have enrolled in the certification program. The most represented group is the Department of Medicine. Sessions consistently reach their maximum with a waiting list. Each core session requires that the participant complete an evaluation (Likert scale, 1–5) of the registration process (4.5/5), the class environment (4.6/5), the presented content (4.5/5), and the instructor (4.6/5). Data from these evaluations are positive to date and is used to continually refine the program. DISCUSSION/SIGNIFICANCE OF IMPACT: N/A.

scholarly journals Clinical research coordinators’ instructional preferences for competency content delivery

2018 ◽  
Vol 2 (4) ◽  
pp. 217-222
Author(s):  
H. Robert Kolb ◽  
Huan Kuang ◽  
Linda S. Behar-Horenstein
Keyword(s):  
Clinical Research ◽  
Analysis Of Variance ◽  
Repeated Measures ◽  
Task Force ◽  
Content Delivery ◽  
Educational Training ◽  
Delivery Methods ◽  
Trial Competency ◽  
Safety Considerations ◽  
Training Delivery

IntroductionA lack of standardized clinical research coordinator (CRC) training programs requires determining appropriate approaches for content delivery. The purpose of this study was to assess CRCs preferred training delivery methods related to the 8 designated Joint Task Force Clinical Trial Competency domains.MethodsRepeated measures analysis of variance and split-plot analysis of variance were adopted to compare the group means among 5 training delivery methods by 8 competency content domains and to examine whether demographic variables caused different preference patterns on the training delivery methods.ResultsParticipants reported a preference for online video; mentoring/coaching was the least preferred. Significant training delivery method preferences were reported for 3 content domains: participant safety considerations, medicines development and regulation, and clinical trials operations.DiscussionObserved statistical differences in the training delivery methods by the content domains provides guidance for program development. Ensuring that standardized educational training is aligned with the needs of adult learners may help ensure that CRCs are appropriately prepared for the workforce.

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