Assessing Research Self-Efficacy in Physician-Scientists: The Clinical Research APPraisal Inventory

2007 ◽  
Vol 15 (3) ◽  
pp. 367-387 ◽  
Author(s):  
Elizabeth A. Mullikin ◽  
Lori L. Bakken ◽  
Nancy E. Betz
Keyword(s):  
Clinical Research ◽  
Self Efficacy ◽  
Physician Scientists

scholarly journals Training methods that improve MD–PhD student self-efficacy for clinical research skills

2019 ◽  
Vol 3 (6) ◽  
pp. 316-324
Author(s):  
Mathew Sebastian ◽  
Matthew A. Robinson ◽  
Leanne Dumeny ◽  
Kyle A. Dyson ◽  
Joseph C. Fantone ◽  
...  
Keyword(s):  
Clinical Research ◽  
Self Efficacy ◽  
Training Programs ◽  
Research Training ◽  
Clinical Care ◽  
Institutional Review Boards ◽  
Training Methods ◽  
Research Skills ◽  
Primary Methods ◽  
Physician Scientists

AbstractIntroduction:MD-PhD training programs train physician-scientists to pursue careers involving both clinical care and research, but decreasing numbers of physician-scientists stay engaged in clinical research. We sought to identify current clinical research training methods utilized by MD–PhD programs and to assess how effective they are in promoting self-efficacy for clinical research.Methods:The US MD–PhD students were surveyed in April–May 2018. Students identified the clinical research training methods they participated in, and self-efficacy in clinical research was determined using a modified 12-item Clinical Research Appraisal Inventory.Results:Responses were received from 61 of 108 MD–PhD institutions. Responses were obtained from 647 MD–PhD students in all years of training. The primary methods of clinical research training included no clinical research training, and various combinations of didactics, mentored clinical research, and a clinical research practicum. Students with didactics plus mentored clinical research had similar self-efficacy as those with didactics plus clinical research practicum. Training activities that differentiated students who did and did not have the clinical research practicum experience and were associated with higher self-efficacy included exposure to Institutional Review Boards and participation in human subject recruitment.Conclusions:A clinical research practicum was found to be an effective option for MD–PhD students conducting basic science research to gain experience in clinical research skills. Clinical research self-efficacy was correlated with the amount of clinical research training and specific clinical research tasks, which may inform curriculum development for a variety of clinical and translational research training programs, for example, MD–PhD, TL1, and KL2.

Clinical Research in the ICU

ICU Director ◽  
2012 ◽  
Vol 4 (1) ◽  
pp. 40-43
Author(s):  
Elizabeth E. Turner ◽  
Mark A. Rosen ◽  
Melika Hosseini
Keyword(s):  
Clinical Research ◽  
Undergraduate Students ◽  
Medical Center ◽  
Research Career ◽  
Creative Solutions ◽  
Student Researchers ◽  
The University ◽  
Future Physician ◽  
Physician Scientists ◽  
Physician Attrition

In times of shrinking departmental budgets, physician attrition, restricted house staff work hours, and reductions in grant funding, there has been a trend towards migration of physicians away from academic medicine. Creative solutions to maintain clinical research programs are frequently necessary. At the University of California Irvine Medical Center, a clinical research program has been created that has allowed research to both survive and thrive in challenging times. The MICU Research Associates Program (MICU-RAP) provides a longitudinal experience for select undergraduate students to facilitate research as part of the MICU team while receiving academic credit and valuable experience. The MICU-RAP student coordinator and faculty advisor work together to recruit research associates, organize weekly meetings, create and implement research protocols, and mentor students and future physician-scientists. Student research associates are trained to develop and maintain a secure database, assist in the authorship of IRB protocols, aid in statistical analyses, and co-author abstracts, posters, and papers. In addition to the research, the MICU-RAP students are exposed to experiences meant to educate and prepare them for a career in health care. A coordinated group of student researchers can provide a significant piece of the infrastructure that physicians wishing to build or sustain a research career need to carry out clinical research when resources are scarce.

Development and Testing of the Clinical Research Appraisal Inventory-Short Form

2014 ◽  
Vol 22 (1) ◽  
pp. 106-119 ◽  
Author(s):  
Lucille Sanzero Eller ◽  
Elise L. Lev ◽  
Lori L. Bakken
Keyword(s):  
Graduate Students ◽  
Clinical Research ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Short Form ◽  
First Year ◽  
National Academy Of Sciences ◽  
Doctoral Study ◽  
Academy Of Sciences ◽  
Social Cognitive Career

Background and Purpose: The National Academy of Sciences stressed the need for a doctorally prepared workforce and earlier entry into doctoral study in nursing and the behavioral, social, and basic sciences. Social Cognitive Career Theory (SCCT) suggests that self-efficacy for career related skills informs career choices. Thus, increasing clinical research self-efficacy early in students’ studies could increase their choice of a research career. To test interventions, a psychometrically sound measure of clinical research self-efficacy is needed. Methods: We examined the psychometrics of the Clinical Research Appraisal Inventory-Short Form (CRAI-SF) in undergraduate and first-year graduate students (N = 268). This scale is a modification of the Clinical Research Appraisal Inventory, which measures physician–scientists’ clinical research self-efficacy. Results: Content validity was supported by external review. Factor analysis revealed six factors explaining 75% of scale variance. Internal consistency of subscales and total scale ranged from .84 to .98. Differences in scores by gender (p = .016) and discipline of study (p = .000) supported construct validity. Conclusions: The CRAI-SF is a useful measure of undergraduate and first-year graduate students’ perceived clinical research self-efficacy.

scholarly journals The Rare Disease Research Scholars Program: A training curriculum for clinical researchers with mixed methods evaluation study

2021 ◽  
pp. 1-11
Author(s):  
Debra S. Regier ◽  
Jennifer A. Weaver ◽  
Nancy Cheng ◽  
Mark L. Batshaw ◽  
Mary Ottolini ◽  
...  
Keyword(s):  
Clinical Research ◽  
Needs Assessment ◽  
Rare Disease ◽  
Self Efficacy ◽  
Outcome Evaluation ◽  
Research Network ◽  
Structured Interviews ◽  
Intent To Remain ◽  
Disease Research ◽  
Qualitative Approaches

Rare disease clinician investigators are essential to ensure appropriate diagnosis, care, and treatment for the rapidly growing rare disease population. As these researchers are spread across many specialties, learning the unique skill set for rare disease research (RDR) can be a hurdle and may hinder progress in the field. The need for an RDR focused training program for investigators in many specialties and backgrounds was identified in a needs assessment of trainees in the NIH funded Rare Diseases Clinical Research Network. Based on this information, the Rare Disease Research Scholars Program (RDRSP) was developed. We describe the needs assessment, curriculum creation, scholar recruitment, and outcome evaluation based on four years of programmatic data (2015–2019). This one year-long RDRSP uses a blended approach that includes in-person, web-based, synchronous and asynchronous learning. We evaluated the RDRSP using quantitative and qualitative approaches. Quantitative measures included pre and post questionnaires about knowledge, self-efficacy, and intent to remain in RDR. Data were analyzed using descriptive statistics and a paired t-test. Qualitative semi-structured interviews explored the RDR scholars’ perceptions of the RDRSP; thematic analysis examined the textual data. Quantitative pre- and post-measures were statistically significant in the following areas: 1) improved knowledge content in RDR, 2) enhanced self-efficacy in clinical research, and 3) intent to remain in the field of RDR. Qualitative data analysis found the program supported the development of the scholar’s research skills as well as ‘soft-skills’. By combining training of skills unique to RDR with the more general topics of leadership, mentorship and collaboration among participants in diverse specialties, we created a program that supports the development of the next generation of rare disease clinician investigators and serves as a model for training in other niche research areas.

Encouraging Clinical Research by Physician Scientists

JAMA ◽  
1998 ◽  
Vol 280 (16) ◽  
pp. 1442 ◽  
Author(s):  
Kenneth I. Shine
Keyword(s):  
Clinical Research ◽  
Physician Scientists

scholarly journals 3563 Clinical research training methods that improve self-efficacy in clinical research domains

2019 ◽  
Vol 3 (s1) ◽  
pp. 64-64
Author(s):  
Mathew Sebastian ◽  
Matthew Robinson ◽  
Leanne Dumeny ◽  
Kyle Dyson ◽  
Wayne T. McCormack ◽  
...  
Keyword(s):  
Clinical Research ◽  
Self Efficacy ◽  
Research Training ◽  
Major Influence ◽  
Training Methods ◽  
Research Experience ◽  
Research Skills ◽  
Primary Methods ◽  
Study Results ◽  
Research Domains

OBJECTIVES/SPECIFIC AIMS: The study aims to determine the current clinical research training interventions of MD-PhD programs and how effective they are in promoting clinical research self-efficacy. METHODS/STUDY POPULATION: A national survey of MD-PhD trainees was conducted in 2018 to identify clinical research training methods and self-efficacy for clinical research skills. MD-PhD program directors and coordinators from 108 institutions were asked to distribute the survey to their students. Responses were received from 61 institutions (56.5%). Responses were obtained from 647 MD-PhD students in all years of training, representing 17.9% of the 3613 possible participants at the 61 medical schools represented. No compensation was provided for this study. RESULTS/ANTICIPATED RESULTS: The primary methods of clinical research training reported by students included didactics, mentored clinical research, didactics plus mentored clinical research, didactics plus clinical research practicum, and didactics plus mentored clinical research plus clinical research practicum. A quarter of all participants reported having no clinical research training. Clinical research self-efficacy was then correlated with the amount of clinical research training. Students exposed to no clinical research had the lowest self-efficacy in clinical research skills and students experiencing didactics plus mentored clinical research plus clinical research practicum had the highest perceived self-efficacy in clinical research domains. DISCUSSION/SIGNIFICANCE OF IMPACT: This is one of the first studies assessing clinical research training methods for MD-PhD students and assessing their efficacy. We found that of all students questioned, 25% mentioned had not received any type of clinical research training. The remaining students identified 5 research training methods that institutions currently use. This work highlights the importance of clinical research experience students need to improve their self-efficacy, a major influence on research career outcomes.

Another look at behavioral sciences in dentistry: perspectives on collaborative clinical research

1984 ◽  
Vol 48 (8) ◽  
pp. 448-452
Author(s):  
LA Tedesco ◽  
JE Albino ◽  
WM Feagans ◽  
RS Mackenzie
Keyword(s):  
Clinical Research ◽  
Behavioral Sciences

Auditory Training to Improve Speech Perception and Self-Efficacy in Aging Adults

2020 ◽  
Vol 63 (4) ◽  
pp. 1270-1281
Author(s):  
Leah Fostick ◽  
Riki Taitelbaum-Swead ◽  
Shulamith Kreitler ◽  
Shelly Zokraut ◽  
Miriam Billig
Keyword(s):  
Speech Perception ◽  
Self Efficacy ◽  
Temporal Order Judgment ◽  
Auditory Training ◽  
Intensity Discrimination ◽  
Training Design ◽  
Auditory Temporal Processing ◽  
Temporal Properties ◽  
Computer Based ◽  
Aging Adults

Purpose Difficulty in understanding spoken speech is a common complaint among aging adults, even when hearing impairment is absent. Correlational studies point to a relationship between age, auditory temporal processing (ATP), and speech perception but cannot demonstrate causality unlike training studies. In the current study, we test (a) the causal relationship between a spatial–temporal ATP task (temporal order judgment [TOJ]) and speech perception among aging adults using a training design and (b) whether improvement in aging adult speech perception is accompanied by improved self-efficacy. Method Eighty-two participants aged 60–83 years were randomly assigned to a group receiving (a) ATP training (TOJ) over 14 days, (b) non-ATP training (intensity discrimination) over 14 days, or (c) no training. Results The data showed that TOJ training elicited improvement in all speech perception tests, which was accompanied by increased self-efficacy. Neither improvement in speech perception nor self-efficacy was evident following non-ATP training or no training. Conclusions There was no generalization of the improvement resulting from TOJ training to intensity discrimination or generalization of improvement resulting from intensity discrimination training to speech perception. These findings imply that the effect of TOJ training on speech perception is specific and such improvement is not simply the product of generally improved auditory perception. It provides support for the idea that temporal properties of speech are indeed crucial for speech perception. Clinically, the findings suggest that aging adults can be trained to improve their speech perception, specifically through computer-based auditory training, and this may improve perceived self-efficacy.

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