Best Practices in Social and Behavioral Research: A multisite pilot evaluation of the good clinical practice online training course

IntroductionThe Best Practices in Social and Behavioral Research Course was developed to provide instruction on good clinical practice for social and behavioral trials. This study evaluated the new course.MethodsParticipants across 4 universities took the course (n=294) and were sent surveys following course completion and 2 months later. Outcomes included relevance, how engaging the course was, and working differently because of the course. Open-ended questions were posed to understand how work was impacted.ResultsParticipants rated the course as relevant and engaging (6.4 and 5.8/7 points) and reported working differently (4.7/7 points). Participants with less experience in social and behavioral trials were most likely to report working differently 2 months later.DiscussionThe course was perceived as relevant and engaging. Participants described actions taken to improve rigor in implementing trials. Future studies with a larger sample and additional participating sites are recommended.

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Best practices in social and behavioral research: report from the Enhancing Clinical Research Professional’s Training and Qualifications project

Journal of Clinical and Translational Science ◽

10.1017/cts.2016.3 ◽

2017 ◽

Vol 1 (1) ◽

pp. 26-32 ◽

Cited By ~ 4

Author(s):

Susan L. Murphy ◽

Christine Byks-Jazayeri ◽

Nancy Calvin-Naylor ◽

Vic Divecha ◽

Elizabeth Anderson ◽

...

Keyword(s):

Clinical Trials ◽

Best Practices ◽

Clinical Research ◽

Work Group ◽

Good Clinical Practice ◽

Behavioral Research ◽

Research Report ◽

Competency Based ◽

Behavioral Trials ◽

Training Need

IntroductionThis article discusses the process of defining competencies and development of a best practices training course for investigators and clinical research coordinators who conduct social and behavioral research.MethodsThe first project phase established recommendations for training in Good Clinical Practice (GCP) and was done in conjunction with representatives from 62 Clinical and Translational Science Award (CTSA) hubs. Diversity in behavioral clinical trials and differences in regulation of behavioral trials compared with clinical trials involving drugs, devices, or biologics necessitated a separate Social and Behavioral Work Group. This group worked with CTSA representatives to tailor competencies and fundamental GCP principles into best practices for social and behavioral research.ResultsAlthough concepts underlying GCP were deemed similar across all clinical trials, not all areas were equally applicable and the ways in which GCP would be enacted differ for behavioral trials. It was determined that suitable training in best practices for social and behavioral research was lacking.DiscussionBased on the training need, an e-learning course for best practices is available to all CTSA sites. Each institution is able to track outcomes for its employees to help achieve standardized competency-based best practices for social and behavioral investigators and staff.

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Users’ Perspectives in Good Clinical Practice (GCP): A case study of an Australian online training program

MedEdPublish ◽

10.15694/mep.2017.000195 ◽

2017 ◽

Vol 6 (4) ◽

Author(s):

Rashmi Watson ◽

Nurmala Simbolon ◽

Edi Triono Nuryatno

Keyword(s):

Clinical Practice ◽

Training Program ◽

Online Training ◽

Good Clinical Practice

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Determining Physical Therapists’ Readiness for Integrating Yoga Therapeutics into Rehabilitation

International Journal of Yoga Therapy ◽

10.17761/2020-d-19-00040 ◽

2020 ◽

Vol 30 (1) ◽

pp. 77-88

Author(s):

Abigail Thompson ◽

Jennifer Huberty ◽

Ryan Eckert ◽

Matthew J. Taylor ◽

Alexis Ortiz

Keyword(s):

Social Media ◽

Physical Therapists ◽

Treatment Approach ◽

Online Training ◽

Adjunctive Treatment ◽

Positive Health ◽

Training And Education ◽

Future Studies ◽

Training Course

Abstract The positive health effects of yoga have led physical therapists (PTs) to integrate elements of the discipline into their treatments in some settings. Formal PT education includes limited, if any, training in yoga, and there is no system in place to provide education on safely implementing therapeutic yoga (TY) as an adjunctive treatment approach. The purposes of this study were to: (1) assess the readiness of PTs (those who do not currently prescribe TY to patients) to integrate TY into treatment, and (2) determine the feasibility of a 5-week online TY training to improve the readiness of PTs to utilize TY in their practices. Licensed PTs (n = 103) were recruited nationally through social media and email. Eligible and consented PTs registered for a 5-week online TY training course. PTs’ perceptions of TY and the role of safety and confidence in prescribing TY to patients were measured at baseline and postintervention. Feasibility outcomes were measured after completion of the course. Benchmarks included: (1) > 70% of PTs would find the course acceptable; (2) > 60% would finish the course; and (3) there would be significant improvements in PTs’ perceptions of TY. A total of 95 eligible PTs consented and registered for the course, with 60 (63.1%) completing the intervention. Prior to the training, most PTs felt they were not ready (n = 19/60, 31.7%) or somewhat ready (n = 25/60, 41.7%) to integrate TY. More than half thought the online training was acceptable (n = 50/60, 83.3%) and finished the course (n = 60/95, 63.1%). There were significant improvements in personal readiness and confidence to safely prescribe TY, current understanding/knowledge of TY, and feeling adequately trained to use some form of TY with patients. A 5-week online TY training course is feasible to deliver for improving PTs’ readiness to prescribe TY. Future studies are proposed to test the effectiveness of TY training and education with PTs.

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Relevant chemistry topics for the clinical practice of a physiotherapist

Revista Colombiana de Química ◽

10.15446/rev.colomb.quim.v44n1.54043 ◽

2016 ◽

Vol 44 (1) ◽

pp. 30-35

Author(s):

Rodrigo Ramírez Tagle ◽

Jaime Ocaranza Ozimica ◽

Nicolás Chávez ◽

Macarena Valladares

Keyword(s):

Organic Chemistry ◽

Quality Of Life ◽

Clinical Practice ◽

Clinical Activity ◽

Biological Chemistry ◽

Future Studies ◽

The University ◽

Larger Sample ◽

Motor Disturbances

<p>Physiotherapist is a discipline whose aim is to preserve, restore, and improve the health status of individuals with motor disturbances or at risk of developing and to improve the quality of life of people and community. The aim of this article was to determine which are the most important topics of general organic and biological chemistry courses within the physiotherapist undergraduate career at the University Bernardo O´Higgins. For this purpose we followed a model of qualitative study, applied in two different groups of people: educators of the physiotherapist career (PE) and clinical physiotherapist (CP), who were asked about the importance of topics related to chemistry courses, general, organic and biological (GOB courses). Each participant must choose a category for each topic: “important”, “relevant” or “not important” for a physiotherapist clinical activity. Results show that the more frequently topics considered as “important” in both groups were from biological chemical course: proteins and its metabolism. Secondly, none of the interviewed subjects considered any of the topics of the course of organic chemistry as “important” for the clinical activity of a physiotherapist. Thus, the aim of the study is widely fulfilled and it might be concluded that future studies are required involving a larger sample size in these and other universities that will generate results for a good curricular articulation.</p>

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