Opportunities to Address Clinical Research Workforce Diversity Needs for 2010

2006 ◽  
Keyword(s):  
Clinical Research ◽  
Workforce Diversity ◽  
Research Workforce

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.

Clinical research nurse interns: the future research workforce

2016 ◽  
Vol 24 (2) ◽  
pp. 6-7
Author(s):  
Karen Roberts ◽  
Sophie Gelder ◽  
Helen Wild
Keyword(s):  
Clinical Research ◽  
Research Nurse ◽  
Future Research ◽  
The Future ◽  
Research Workforce

scholarly journals An Institutional Coordinated Plan for Effective Partnerships to Achieve Health Equity and Biomedical Workforce Diversity

2019 ◽  
Vol 29 (Suppl 1) ◽  
pp. 129-134 ◽  
Author(s):  
Jamboor K. Vishwanatha ◽  
Riyaz Basha ◽  
Maya Nair ◽  
Harlan P. Jones
Keyword(s):  
Health Disparities ◽  
Health Equity ◽  
Underrepresented Students ◽  
Health Science ◽  
Biomedical Science ◽  
Workforce Diversity ◽  
Career Stage ◽  
Science Center ◽  
Research Workforce ◽  
K 12

The rapid growth and accumulation of specialized knowledge in today’s biomedi­cal fields, combined with entrenched and emerging health issues that persist among certain groups within the US population, emphasizes the significant need to diversify the nation’s biomedical science workforce. The under-representation of minorities in science results in inadequate scientific input from divergent social or cultural perspec­tives and detracts from our nation’s ability to resolve health disparities. The University of North Texas Health Science Center at Fort Worth has developed a coordinated approach with local, regional, and na­tional partners to increase participation of underrepresented students along the career pathway from K-12 to faculty level. Career stage specific activities that include research, mentoring, networking, career development, grantsmanship and health disparities curriculum are provided for participants. Successful outcomes from our coordinated plan includes an increase in participant self-efficacy, research presenta­tion awards, increase in grant awards and publications, and career advancement. Through partnerships within our institution, local school districts, and minority serving institutions nationwide, our coordinated plan provides mutually beneficial co-learning experiences to increase the number of under-represented individuals entering translational research focused on increasing the biomedical research workforce diversity and achieving health equity. Ethn Dis. 2019;29(Suppl2):129-134); doi:10.18865/ed.29.S1.129.

scholarly journals 2142

2017 ◽  
Vol 1 (S1) ◽  
pp. 44-44
Author(s):  
Rebecca Namenek Brouwer ◽  
Denise Snyder
Keyword(s):  
Clinical Research ◽  
Workforce Development ◽  
Medical Center ◽  
Academic Medical Center ◽  
Strong Support ◽  
Job Descriptions ◽  
High Quality ◽  
Mapping Process ◽  
Research Workforce ◽  
New Research

OBJECTIVES/SPECIFIC AIMS: Describe the process used to develop job descriptions and how this translates into consistent hiring practices. Describe how competencies are used to provide transparency into professional development opportunities. Discuss planned incorporation of competencies into efforts to train the clinical research workforce. METHODS/STUDY POPULATION: These processes were developed at Duke, an academic medical center with over 2000 active clinical research protocols and 300 new clinical trials per year. Over 1000 employees were evaluated for mapping into clinical research positions, with 685 mapping into new research positions (makeup of workforce to be depicted). RESULTS/ANTICIPATED RESULTS: Prior to this initiative, the clinical research workforce was not well-defined. Through the mapping process, employees were mapped from over 80 different positions into 10 (figure), resulting in a workforce that allows for visible career ladders and greater opportunity for development. As the initiative evolves and grows to include competency-driven performance evaluations, training modules, and assessments, we anticipate the ability to see the relationship between the competencies and high-quality clinical research support. DISCUSSION/SIGNIFICANCE OF IMPACT: The use of competencies in the context of workforce development is not new, yet in clinical research, they provide a much-needed framework for an ever-evolving profession. This comprehensive use of competencies throughout a workforce development initiative is key to ensuring strong support of high-quality clinical research.

scholarly journals Indices of clinical research coordinators’ competence

2019 ◽  
Vol 3 (2-3) ◽  
pp. 75-81 ◽  
Author(s):  
Carlton A. Hornung ◽  
Phillip A. Ianni ◽  
Carolynn T. Jones ◽  
Elias M. Samuels ◽  
Vicki L. Ellingrod ◽  
...  
Keyword(s):  
Clinical Research ◽  
Good Clinical Practice ◽  
Alternative Methods ◽  
Research Education ◽  
Regulatory Affairs ◽  
Clinical Research Coordinators ◽  
Perceived Preparedness ◽  
Using Data ◽  
Research Workforce ◽  
Research Professionals

AbstractIntroduction:There is a clear need to educate and train the clinical research workforce to conduct scientifically sound clinical research. Meeting this need requires the creation of tools to assess both an individual’s preparedness to function efficiently in the clinical research enterprise and tools to evaluate the quality and effectiveness of programs that are designed to educate and train clinical research professionals. Here we report the development and validation of a competency self-assessment entitled the Competency Index for Clinical Research Professionals, version II (CICRP-II).Methods:CICRP-II was developed using data collected from clinical research coordinators (CRCs) participating in the “Development, Implementation and Assessment of Novel Training In Domain-Based Competencies” (DIAMOND) project at four clinical and translational science award (CTSA) hubs and partnering institutions.Results:An exploratory factor analysis (EFA) identified a two-factor structure: the first factor measures self-reported competence to perform Routine clinical research functions (e.g., good clinical practice regulations (GCPs)), while the second factor measures competence to perform Advanced clinical functions (e.g., global regulatory affairs). We demonstrate the between groups validity by comparing CRCs working in different research settings.Discussion:The excellent psychometric properties of CICRP-II and its ability to distinguish between experienced CRCs at research-intensive CTSA hubs and CRCs working in less-intensive community-based sites coupled with the simplicity of alternative methods for scoring respondents make it a valuable tool for gauging an individual’s perceived preparedness to function in the role of CRC as well as an equally valuable tool to evaluate the value and effectiveness of clinical research education and training programs.

scholarly journals From the NIH: A Systems Approach to Increasing the Diversity of the Biomedical Research Workforce

2016 ◽  
Vol 15 (3) ◽  
pp. fe4 ◽  
Author(s):  
Hannah A. Valantine ◽  
P. Kay Lund ◽  
Alison E. Gammie
Keyword(s):  
Human Health ◽  
Biomedical Research ◽  
Systems Approach ◽  
National Institutes Of Health ◽  
Workforce Diversity ◽  
Full Spectrum ◽  
The Past ◽  
Research Workforce

The National Institutes of Health (NIH) is committed to attracting, developing, and supporting the best scientists from all groups as an integral part of excellence in training. Biomedical research workforce diversity, capitalizing on the full spectrum of skills, talents, and viewpoints, is essential for solving complex human health challenges. Over the past few decades, the biomedical research workforce has benefited from NIH programs aimed at enhancing diversity. However, there is considerable room for improvement, particularly at the level of independent scientists and within scientific leadership. We provide a rationale and specific opportunities to develop and sustain a diverse biomedical research workforce through interventions that promote the successful transitions to different stages on the path toward completion of training and entry into the biomedical workforce.

Redeployment during the first wave of the COVID-19 pandemic: implications for a clinical research workforce

2021 ◽  
Vol 30 (12) ◽  
pp. 734-741
Author(s):  
Kathryn Louise Walker ◽  
Florence Gerakios
Keyword(s):  
Mental Health ◽  
Clinical Research ◽  
Thematic Analysis ◽  
Health Professionals ◽  
Future Research ◽  
Workplace Communication ◽  
Team Members ◽  
Protective Element ◽  
Communication Needs ◽  
Research Workforce

Background: Health professionals are considered a group vulnerable to developing mental health symptoms during a pandemic, with redeployment being a risk factor. However, previous literature suggests workplace communication can be a protective element. Aims: An audit aimed to evaluate NHS research staff's experiences of redeployment in order to provide suggestions for future improvements in the process. Methods: A questionnaire was disseminated to all staff in the clinical research directorate of an NHS trust. Responses were analysed using thematic analysis. Findings: Over half the redeployed staff experienced perceived negative psychological outcomes. The main reported contributor to this was perceived lack of communication. Conclusion: Communication needs to be improved in future redeployments. Future research should consider a larger cohort and more input from team members who remained on the pre-COVID-19 studies in order to improve the transition back from redeployment.

scholarly journals An Institutional Coordinated Plan for Effective Partnerships to Achieve Health Equity and Biomedical Workforce Diversity

2019 ◽  
Vol 29 (Suppl 1) ◽  
pp. 129-134
Author(s):  
Jamboor K. Vishwanatha ◽  
Riyaz Basha ◽  
Maya Nair ◽  
Harlan P. Jones
Keyword(s):  
Health Disparities ◽  
Health Equity ◽  
Underrepresented Students ◽  
Health Science ◽  
Biomedical Science ◽  
Workforce Diversity ◽  
Career Stage ◽  
Science Center ◽  
Research Workforce ◽  
K 12

The rapid growth and accumulation of specialized knowledge in today’s biomedi­cal fields, combined with entrenched and emerging health issues that persist among certain groups within the US population, emphasizes the significant need to diversify the nation’s biomedical science workforce. The under-representation of minorities in science results in inadequate scientific input from divergent social or cultural perspec­tives and detracts from our nation’s ability to resolve health disparities. The University of North Texas Health Science Center at Fort Worth has developed a coordinated approach with local, regional, and na­tional partners to increase participation of underrepresented students along the career pathway from K-12 to faculty level. Career stage specific activities that include research, mentoring, networking, career development, grantsmanship and health disparities curriculum are provided for participants. Successful outcomes from our coordinated plan includes an increase in participant self-efficacy, research presenta­tion awards, increase in grant awards and publications, and career advancement. Through partnerships within our institution, local school districts, and minority serving institutions nationwide, our coordinated plan provides mutually beneficial co-learning experiences to increase the number of under-represented individuals entering translational research focused on increasing the biomedical research workforce diversity and achieving health equity. Ethn Dis. 2019;29(Suppl2):129-134); doi:10.18865/ ed.29.S1.129.

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