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.

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 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 Assessing clinical investigators’ perceptions of relevance and competency of clinical trials skills: An international AIDS Malignancy Consortium (AMC) study

2020 ◽  
pp. 1-6
Author(s):  
Jeannette Y. Lee ◽  
Shelly V Lensing ◽  
Maria T. Botello-Harbaum ◽  
Rebecca Medina ◽  
Meredith Zozus
Keyword(s):  
Clinical Trials ◽  
Clinical Research ◽  
Task Force ◽  
Perceived Competence ◽  
Sub Saharan Africa ◽  
People Living With Hiv ◽  
Specimen Collection ◽  
Average Proportion ◽  
Sub Saharan ◽  
Safety Considerations

Abstract Introduction: The AIDS Malignancy Consortium (AMC) conducts clinical trials of therapeutic and prevention strategies for cancer in people living with HIV. With its recent expansion to Sub-Saharan Africa and Latin America, there was a need to increase the competence of clinical investigators (CIs) to implement clinical trials in these regions. Methods: AMC CIs were invited to complete a survey to assess role-relevance and self-perceived competence based on the Joint Task Force for Clinical Trials Competency domains. Results: A total of 40 AMC CIs were invited to complete the questionnaire and 35 responded to the survey. The data management and informatics and engaging with communities’ domains were lowest in the average proportion of CIs rating themselves high (scores of 3–4) for self-perceived competency (46.6% and 44.2%) and role-relevance (61.6% and 67.5%), whereas, the ethical and participant safety considerations domain resulted in the highest score for competency (86.6%) and role-relevance (93.3%). In the scientific concepts and research design domain, a high proportion rated for competency in evaluating study designs and scientific literature (71.4% and 74.3%) but a low proportion for competency for designing trials and specimen collection protocols (51.4% and 54.3%). Conclusions: Given the complexity of AMC clinical research, these results provide evidence of the need to develop training for clinical research professionals across domains where self-perceived competence is low. This assessment will be used to tailor and prioritize the AMC Training Program in clinical trial development and management for AMC CIs.

Effectiveness of Three Training Delivery Methods in a Voluntary Program

2009 ◽  
Author(s):  
Arash Salehi ◽  
Lesley Strawderman ◽  
Yunchen Huang ◽  
Shaheen Ahmed ◽  
Kari Babski-Reeves
Keyword(s):  
Delivery Methods ◽  
Voluntary Program ◽  
Training Delivery

scholarly journals ICT evaluation models and performance of medium and small enterprises

2014 ◽  
Vol 20 (1-2) ◽  
pp. 9-24
Author(s):  
Anass Bayaga ◽  
Emmanuel O. Adu
Keyword(s):  
Risk Management ◽  
Analysis Of Variance ◽  
Repeated Measures ◽  
Operational Risk ◽  
Small Enterprises ◽  
Operational Risk Management ◽  
Evaluation Models ◽  
Ict Adoption ◽  
And Performance ◽  
Medium And Small Enterprises

Abstract Building on prior research related to (1) impact of information communication technology (ICT) and (2) operational risk management (ORM) in the context of medium and small enterprises (MSEs), the focus of this study was to investigate the relationship between (1) ICT operational risk management (ORM) and (2) performances of MSEs. To achieve the focus, the research investigated evaluating models for understanding the value of ICT ORM in MSEs. Multiple regression, Repeated-Measures Analysis of Variance (RM-ANOVA) and Repeated-Measures Multivariate Analysis of Variance (RM-MANOVA) were performed. The findings of the distribution revealed that only one variable made a significant percentage contribution to the level of ICT operation in MSEs, the Payback method (β = 0.410, p < .000). It may thus be inferred that the Payback method is the prominent variable, explaining the variation in level of evaluation models affecting ICT adoption within MSEs. Conclusively, in answering the two questions (1) degree of variability explained and (2) predictors, the results revealed that the variable contributed approximately 88.4% of the variations in evaluation models affecting ICT adoption within MSEs. The analysis of variance also revealed that the regression coefficients were real and did not occur by chance

Utility of Analysis of Variance with Repeated Measures Programs for Estimating Reliability

1975 ◽  
Vol 41 (2) ◽  
pp. 441-442 ◽  
Author(s):  
Ronald A. Berk
Keyword(s):  
Measurement Error ◽  
Computer Program ◽  
Analysis Of Variance ◽  
Repeated Measures ◽  
Theory Of Measurement ◽  
Generalizability Theory ◽  
Intraclass Correlation ◽  
Program Output

This paper presents a brief description of the generalizability theory of measurement error and its relation to analysis of variance with repeated measures. The intraclass correlation is defined in terms of analysis of variance computer program output. The usefulness of several programs is discussed.

Using Mystat to Analyze a Repeated-Measures Design

1991 ◽  
Vol 73 (3) ◽  
pp. 757-758 ◽  
Author(s):  
John F. Walsh
Keyword(s):  
Analysis Of Variance ◽  
Repeated Measures ◽  
Laboratory Experiments ◽  
Repeated Measures Design ◽  
Variance Design

Laboratory experiments having a two-way analysis of variance design with repeated-measures on one factor are analyzed by MYSTAT. The key is in coding subjects as a factor and expressing the design as a three-way factorial with one subject per cell.

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