scholarly journals Increasing research mentor training among biomedical researchers at Clinical and Translational Science Award hubs: The impact of the facilitator training initiative

2018 ◽  
Vol 2 (3) ◽  
pp. 118-123 ◽  
Author(s):  
Jenna Rogers ◽  
Christine A. Sorkness ◽  
Kimberly Spencer ◽  
Christine Pfund
Keyword(s):  
Workforce Development ◽  
Dissemination And Implementation ◽  
Translational Science ◽  
Mentor Training ◽  
Facilitator Training ◽  
University Of Wisconsin ◽  
Development Interventions ◽  
High Satisfaction ◽  
Research Mentor ◽  
The Impact

As part of their mission, Clinical and Translational Science Award (CTSA) hubs are charged with developing, testing, and disseminating evidence-based practices to other CTSA hubs. Over the past 7 years, the University of Wisconsin-Madison has answered this charge by implementing the facilitator training (FT) initiative for research mentors. Three elements to advance training across the CTSA hubs have been critical: (1) using an FT model to empower others to build research mentor training at their local institutions; (2) tracking implementation of training events across the CTSA hubs over time; and (3) partnering with implementation sites to build local capacity and evaluate the effectiveness and quality of training. Here we report that facilitators have been trained at 75% of CTSA hubs. These facilitators report high satisfaction with the training and increased confidence in their ability to implement mentor training, and plan to implement local mentor training. These findings demonstrate that the FT initiative can serve as a model for dissemination and implementation of other workforce development interventions across the CTSA hubs.

scholarly journals Building a Sustainable National Infrastructure to Expand Research Mentor Training

2018 ◽  
Vol 17 (3) ◽  
pp. ar48 ◽  
Author(s):  
Kimberly C. Spencer ◽  
Melissa McDaniels ◽  
Emily Utzerath ◽  
Jenna Griebel Rogers ◽  
Christine A. Sorkness ◽  
...  
Keyword(s):  
Junior Faculty ◽  
Career Stages ◽  
Dissemination And Implementation ◽  
Implementation Barriers ◽  
Senior Faculty ◽  
Mentor Training ◽  
Train The Trainer ◽  
Multiple Audiences ◽  
Research Mentor ◽  
Implementation Resources

An evidence-based research mentor training (RMT) curricular series has been shown to improve the knowledge and skills of research mentors across disciplines and career stages. A train-the-trainer model was used in the context of several targeted approaches aimed at sustainability to support national dissemination of RMT and expand the network of facilitators prepared to implement the curricula. These infrastructure elements included 1) an expansion initiative to increase the number of trained facilitators able to deliver train-the-trainer workshops nationwide; 2) adaptation of RMT curricula for multiple audiences and career stages to increase accessibility; 3) implementation resources to support facilitators and help them overcome implementation barriers; and 4) standardized evaluation of training. This approach to dissemination and implementation has resulted in the preparation of nearly 600 trained facilitators, a large percentage of whom have implemented mentor training for more than 4000 graduate student, junior faculty, and senior faculty mentors. Implications for and challenges to building and sustaining the national dissemination of RMT are discussed.

scholarly journals Building National Capacity for Research Mentor Training: An Evidence-Based Approach to Training the Trainers

2015 ◽  
Vol 14 (2) ◽  
pp. ar24 ◽  
Author(s):  
Christine Pfund ◽  
Kimberly C. Spencer ◽  
Pamela Asquith ◽  
Stephanie C. House ◽  
Sarah Miller ◽  
...  
Keyword(s):  
Implementation Strategies ◽  
Mentoring Relationships ◽  
Evidence Based ◽  
Mentor Training ◽  
Train The Trainer ◽  
Research Mentoring ◽  
High Satisfaction ◽  
National Capacity ◽  
Research Mentor ◽  
Widespread Dissemination

Research mentor training (RMT), based on the published Entering Mentoring curricula series, has been shown to improve the knowledge and skills of research mentors across career stages, as self-reported by both the mentors engaged in training and their mentees. To promote widespread dissemination and empower others to implement this evidence-based training at their home institutions, we developed an extensive, interactive, multifaceted train-the-trainer workshop. The specific goals of these workshops are to 1) increase facilitator knowledge of an RMT curriculum, 2) increase facilitator confidence in implementing the curriculum, 3) provide a safe environment to practice facilitation of curricular activities, and 4) review implementation strategies and evaluation tools. Data indicate that our approach results in high satisfaction and significant confidence gains among attendees. Of the 195 diverse attendees trained in our workshops since Fall 2010, 44% report implementation at 39 different institutions, collectively training more than 500 mentors. Further, mentors who participated in the RMT sessions led by our trained facilitators report high facilitator effectiveness in guiding discussion. Implications and challenges to building the national capacity needed for improved research mentoring relationships are discussed.

scholarly journals Building capacity for dissemination and implementation to maximize research impact in a CTSA: The University of Wisconsin story

2020 ◽  
Vol 4 (3) ◽  
pp. 209-215 ◽  
Author(s):  
Andrew Quanbeck ◽  
Jane Mahoney ◽  
Kim Kies ◽  
Kate Judge ◽  
Maureen Smith
Keyword(s):  
Community Engagement ◽  
Translational Research ◽  
Stakeholder Engagement ◽  
Research Impact ◽  
Relationship Building ◽  
Dissemination And Implementation ◽  
Building Capacity ◽  
University Of Wisconsin ◽  
The University ◽  
The Impact

AbstractWe report results of an 8-year process of stakeholder engagement aimed at building capacity in Dissemination and Implementation (D&I) research at the University of Wisconsin as part of the National Institutes of Health’s Clinical and Translational Science Award (CTSA). Starting in 2008, annual individual interviews were held with leaders of the Wisconsin CTSA’s community engagement core for strategic planning purposes. Interviews were followed by annual planning meetings that employed a facilitated group decision-making process aimed at identifying and prioritizing gaps in the translational research spectrum. In 2011, the stakeholder engagement process identified D&I as a primary gap limiting overall impact of the institution’s research across the translational spectrum. Since that time, our CTSA has created an array of D&I resources falling into four broad categories: (1) relationship building with D&I partners, (2) D&I skill building, (3) translational research resources, and (4) resources to support D&I activities. Our systematic process of stakeholder engagement has increased the impact of research by providing D&I resources to meet investigator and community needs. CTSAs could engage with leaders of their community engagement cores, which are common to all CTSAs, to adapt or adopt these resources to build D&I capacity.

Embedding psychological thinking: an evaluation of a regional training model for probation staff

2017 ◽  
Vol 19 (1) ◽  
pp. 37-46 ◽  
Author(s):  
Clare Mapplebeck ◽  
Jo Ramsden ◽  
Mark Lowton ◽  
Sammy Short ◽  
Flora Burn
Keyword(s):  
Workforce Development ◽  
Qualitative Evaluation ◽  
Training Model ◽  
The Body ◽  
Case Vignette ◽  
Future Research ◽  
Content Type ◽  
Development Interventions ◽  
The Individual ◽  
The Impact

Purpose The purpose of this paper is to outline the qualitative evaluation of a training package delivered to offender managers (OMs) working to support the implementation of the national Offender Personality Disorder (OPD) pathway and to examine qualitative changes in the way participants approach case material pre- and post-training. Design/methodology/approach In total, 21 pre- and 21 post-training responses to a case vignette were recorded and used in the analysis. OMs were asked what they would like to know more about and what would they focus on with the individual in the vignette. The responses were matched and the vignettes pre- and post-training were identical except for the name of the (fictional) offender. Findings The responses were subjected to a thematic analysis and, whilst themes were similar both between questions and within each question over time, post-training responses focussed more on the offender’s relationship with the OM and showed a greater appreciation for the relevance of internal motivations (not just what but why). This tendency was less evident in all responses regarding risk/offending. Originality/value The OPD pathway is focussed on learning. The work is innovative and this paper adds to the body of early evidence which will hopefully inform future developments. In particular, the importance of involvement of probation stakeholders in the design and delivery of training is highlighted. In addition, it is expected that future research will focus on the impact of continued supervision for the participants in this study and, as such, this paper forms the beginning of a process of evaluating how and when various workforce development interventions are effective.

scholarly journals Online resources for dissemination and implementation science: Meeting demand and lessons learned

2018 ◽  
Vol 2 (5) ◽  
pp. 259-266 ◽  
Author(s):  
Bryan S. Ford ◽  
Borsika Rabin ◽  
Elaine H. Morrato ◽  
Russell E. Glasgow
Keyword(s):  
Workforce Development ◽  
Design Thinking ◽  
Lessons Learned ◽  
Online Resources ◽  
Dissemination And Implementation ◽  
Translational Science ◽  
Educational Materials ◽  
Web Based ◽  
Science Theory ◽  
Dissemination And Implementation Science

AbstractA dramatically increased interest in dissemination and implementation (D&I) science, with relatively few training programs for D&I scientists, highlights the need for innovative ways to deliver educational materials, training, and resources. We described nine interactive, web-based D&I science resources appropriate for trainees and Clinical and Translational Science Awards. We used audience feedback and design thinking to develop resources iteratively. Primary target users are T3–T4 researchers, although T2 researchers can benefit from “designing for dissemination” resources. Workforce development resources were used in D&I science workshops, as stand-alone, self-directed resources, and for consultations and trainings. We assessed resource design (purpose, functionality), usage, user experience and engagement. Educational resources addressed included: D&I science basics, pragmatic trials, getting proposals funded, designing for dissemination, and D&I science theory selection. We reviewed the purpose, functionality, status, and usage of these interactive resources. All resources engaged users; provided interactive feedback for learners; and linked users to additional learning resources. Online resources can be valuable for preparing clinical and translational mentees for research consultations, as follow-up training activities, and as D&I workforce development resources. The resources described are publicly available and we encourage their use, further development, and evaluation by Clinical and Translational Science Awards and other programs.

scholarly journals Creating Dynamic Learning Communities in Synchronous Online Courses: One Approach from the Center for the Integration of Research, Teaching and Learning (CIRTL)

2016 ◽  
Vol 20 (1) ◽  
Author(s):  
Melissa McDaniels ◽  
Christine Pfund ◽  
Kitch Barnicle
Keyword(s):  
Learning Communities ◽  
Teaching And Learning ◽  
Online Courses ◽  
Online Course ◽  
Mentor Training ◽  
Dynamic Learning ◽  
Face To Face ◽  
High Satisfaction ◽  
Research Mentor ◽  
Synchronous Online

The ability to convert face-to-face curricula into rigorous and equally rich online experiences is a topic of much investigation. In this paper, we report on the conversion of a face-to-face research mentor training curriculum into a synchronous, online course. Graduate students and postdoc participants from the Center for the Integration of Research, Teaching and Learning (CIRTL) reported high satisfaction with the online training and increased confidence in their mentoring. Both quantitative and qualitative data indicate that the synchronous environment was successful in creating a strong sense of community among the participants. Specific pedagogical approaches for cultivating learning communities online as well as implications for scaling up such efforts are discussed.

Systematic review methodology for development: An example from microfinance

2018 ◽  
Vol 43 (1) ◽  
pp. 65-77 ◽  
Author(s):  
Carina Van Rooyen ◽  
Ruth Stewart ◽  
Thea De Wet
Keyword(s):  
Systematic Review ◽  
International Development ◽  
Health Sector ◽  
Evidence Based ◽  
Systematic Review Methodology ◽  
Development Interventions ◽  
The Us ◽  
Sub Saharan ◽  
The Impact ◽  
Evidence Based Decision Making

Big international development donors such as the UK’s Department for International Development and USAID have recently started using systematic review as a methodology to assess the effectiveness of various development interventions to help them decide what is the ‘best’ intervention to spend money on. Such an approach to evidence-based decision-making has long been practiced in the health sector in the US, UK, and elsewhere but it is relatively new in the development field. In this article we use the case of a systematic review of the impact of microfinance on the poor in sub-Saharan African to indicate how systematic review as a methodology can be used to assess the impact of specific development interventions.

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