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.

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.

scholarly journals 3143 DIAMOND: A Digital Platform for Workforce Development

2019 ◽  
Vol 3 (s1) ◽  
pp. 67-67
Author(s):  
Brenda Eakin ◽  
Elias M. Samuels ◽  
Vicki Ellingrod ◽  
Carolynn Jones ◽  
Camille Anne Martina ◽  
...  
Keyword(s):  
Clinical Research ◽  
Workforce Development ◽  
Research Training ◽  
Relevant Information ◽  
Lessons Learned ◽  
Training Methods ◽  
Digital Learning ◽  
Learning Space ◽  
Digital Platform ◽  
Competency Domains

OBJECTIVES/SPECIFIC AIMS: The DIAMOND project encourages study team workforce development through the creation of a digital learning space that brings together resources from across the CTSA consortium. This allows for widespread access to and dissemination of training and assessment materials. DIAMOND also includes access to an ePortfolio that encourages CRPs to define career goals and document professional skills and training. METHODS/STUDY POPULATION: Four CTSA institutions (the University of Michigan, the Ohio State University, University of Rochester, and Tufts CTSI) collaborated to develop and implement the DIAMOND portal. The platform is structured around eight competency domains, making it easy for users to search for research training and assessment materials. Contributors can upload links to (and meta-data about) training and assessment materials from their institutions, allowing resources to be widely disseminated through the DIAMOND platform. Detailed information about materials included in DIAMOND is collected through an easy to use submission form. DIAMOND also includes an ePortfolio designed for CRPs. This encourages workforce development by providing a tool for self-assessment of clinical research skills, allowing users to showcase evidence of experience, training and education, and fosters professional connections. RESULTS/ANTICIPATED RESULTS: To date, more than 100 items have been posted to DIAMOND from nine contributors. In the first 30 days there were 229 active users with more than 500 page views from across the U.S. as well as China and India. Training materials were viewed most often from four competency domains: 1) Scientific Concepts & Research Design, 2) Clinical Study Operations, 3) Ethical & Participant Safety, and 4) Leadership & Professionalism. Additionally, over 100 CRPs have created a DIAMOND ePortfolio account, using the platform to document skills, connect with each other, and search for internships and job opportunities. DISCUSSION/SIGNIFICANCE OF IMPACT: Lessons learned during development of the DIAMOND digital platform include defining relevant information to collect for the best user experience; selection of a standardized, user-friendly digital platform; and integration of the digital network and ePortfolio. Combined, the DIAMOND portal and ePortfolio provide a professional development platform for clinical research professionals to contribute, access, and benefit from training and assessment opportunities relevant to workforce development and their individual career development needs.

Outcomes from a research experience for undergraduates (REU) program focused on behavioral research with real-world implications

2018 ◽  
Vol 62 (1) ◽  
pp. 1156-1156
Author(s):  
Patricia R. DeLucia ◽  
Jeong-Hee Kim ◽  
Ngan Nguyen ◽  
Eugene W. Wang ◽  
James Yang
Keyword(s):  
Training Program ◽  
Real World ◽  
Research Training ◽  
Undergraduate Research ◽  
Human Robot Interaction ◽  
Research Experience ◽  
Structured Interviews ◽  
Research Skills ◽  
Research Experiences ◽  
National Science Foundation Research

The current study examined a National Science Foundation Research Experience for Undergraduates (REU) Site which provided research training to eight female undergraduates. Although it is well known that undergraduate research experiences benefit students and help them pursue careers in science (e.g., Eagan et al., 2011; Taraban & Logue, 2012; Willis et al., 2013), it is important for students to recognize the association between their research and real-world issues (ASHA, 2015; Rhoten & Pfirman, 2007). Human Factors/Ergonomics provides rich opportunities to enhance research experiences for undergraduates. In the current study, students conducted research focused on real-world implications with topics such as driving, human-robot interaction, and relationships. Qualitative and quantitative analyses were performed to assess the effectiveness of the training. Measures included students’ ratings on the Undergraduate Research Questionnaire and the Kardash Ratings of Interns’ Research Skills; diaries of training experiences, and semi-structured interviews. Students and their faculty mentors perceived improvements in the students’ research skills after the completion of the training program. In addition, the students described positive experiences from the training and thought they gained preparation for their careers. The strengths and weakness of the training program that were identified by the students will be useful to improve REUs that are conducted in the future. In conclusion, consistent with prior research, undergraduate research training (or experience) focused on real-world applications was effective.

Особенности Новой Украинской Школы: применение исследовательского подхода к обучению младших школьников

2019 ◽  
Vol XV ◽  
pp. 321-334
Author(s):  
Татьяна Котик
Keyword(s):  
Research Training ◽  
Action Plan ◽  
Literary Work ◽  
Research Approach ◽  
Training Methods ◽  
Literary Reading ◽  
Search Activity ◽  
Research Skills ◽  
Actual Problem ◽  
Reading Activity

The article is devoted to the actual problem of developing the cognitive and reading activity of junior pupils. The author’s technique of formation the research skills of junior pupils at literary reading lessons is highlighted. The leading conditions for the implementation of the technique are the use of such modes as “immersion” of children into the world of landscape lyrics by means of various kinds of art (literature, painting, photography, music); stimulation of creative self expression and children’s reading activity in their study of poetry (group research on creation of a score of expressive reading, linguistic experiment, comparative analysis of one or different authors’ works as well as works belonging to different kinds of art); introduction of research training methods : the search for a problem that is going to be investigated on the material of a literary work; formulation of problem solving questions by pupils that will form the basis of the training task (on ascertainment of cause-and-effect relationships; on formation of ability to think critically, defend their personal position; on comparison and confrontation); joint working out an action plan to answer a problematic question; individual search activity; meaningful answer to the problem question). We have come to the conclusion that the proposed method of work on familiarization of junior schoolchildren with literary works on the principles of research approach will help to form students’ continuous interest in reading, to activate readership, to prepare for independent, creative acquaintance with new works at literary reading lessons on the basis of formed research skills.

scholarly journals The Impact of Grantsmanship Self-Efficacy on Early Stage Investigators of The National Research Mentoring Network Steps Toward Academic Research (NRMN STAR )

2020 ◽  
Vol 30 (1) ◽  
pp. 75-82
Author(s):  
Roland J. Thorpe, Jr ◽  
Jamboor K. Vishwanatha ◽  
Eileen M. Harwood ◽  
Edward L. Krug ◽  
Thad Unold ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Research Training ◽  
Early Stage ◽  
Academic Research ◽  
Change Score ◽  
Grant Writing ◽  
Research Assessment ◽  
Research Experience ◽  
Postdoctoral Training ◽  
The Impact

The NRMN STAR program was created to address the persistent underrepresenta­tion in grant submissions and receipt of National Institutes of Health (NIH) awards by racial/ethnic minority groups. In our current study, we assessed program impact on trainees’ self-efficacy related to grant writing. The program was conducted with two cohorts: one in June 2014 and one in June 2015. We used a 19-item grant writing self-efficacy scale drawn from the 88-item Clinical Research Assessment Inventory of three domains (conceptualizing, designing, and funding a study) to predict whether self-efficacy influences researchers’ grant submissions. Trainees were assessed prior to and following program completion with subsequent assessments at 6 and 12 months beyond participation. The majority of trainees were Black (62%), female (62%), and had obtained a PhD (90%). More than half (52%) were assistant professors and 57% had none or <1 year of research experience beyond postdoctoral training. However, 24% of trainees reported no postdoctoral research training. NRMN STAR trainees’ self-efficacy significantly improved on all three domains exhibiting a 2.0-point mean change score on two domains (conceptualizing and design) and 3.7 point mean change score on the domain, funding a study. Findings suggest that NRMN’s STAR provides impactful, confidence-building training for diverse, early stage investigators with little-to-no skills, experiences, or low self-efficacy in writing research grants. Ethn Dis. 2020;30(1):75-82; doi:10.18865/ed.30.1.75 

scholarly journals Improving Student Learning Outcomes through Community-based Research: The Poverty Workshop

2018 ◽  
Vol 47 (2) ◽  
pp. 135-147 ◽  
Author(s):  
Brian Mayer ◽  
Amelia Blume ◽  
Candace Black ◽  
Sally Stevens
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Student Learning Outcomes ◽  
Research Experience ◽  
Engaged Learning ◽  
Community Based ◽  
Research Skills ◽  
Community Based Research ◽  
Improving Student Learning

Engaged learning extends education outside of the formal classroom through internships, experiential learning, and community- or service-based learning. To better understand the potential of engaged learning in improving student learning outcomes and encouraging students to pursue STEM-based careers, we describe the development of a community-based research experience related to poverty and report on improvements in students’ self-reported competencies in generalized self-efficacy, research skills, and science motivation. We compare these outcomes to those of students in a traditional sociology methods class to determine whether the engaged learning experience improves learning outcomes. Our findings indicate that students in the engaged learning course report higher generalized self-efficacy and research skills compared to students in the traditional methods course. Based on these findings, we propose a set of strategies for other colleges and universities to integrate engaged learning courses into their curriculum.

scholarly journals Self-Efficacy and Performance of Research Skills among First-Semester Bioscience Doctoral Students

2020 ◽  
Vol 19 (3) ◽  
Author(s):  
Katherine Lachance ◽  
Ronald J. Heustis ◽  
Joseph J. Loparo ◽  
Madhvi J. Venkatesh
Keyword(s):  
Experimental Design ◽  
Doctoral Students ◽  
Self Efficacy ◽  
Research Experience ◽  
Research Skills ◽  
First Semester ◽  
Design Performance ◽  
Course Work ◽  
And Performance

Incoming doctoral students have gaps in research skills that are not correlated with duration of prior research experience. During their first semester of training, most students improve in both research skills self-efficacy and experimental design performance. They attribute changes to many factors, including research, course work, and mentoring.

Palliative Medicine Specialist Trainee Research experience, interest and opportunities: a national survey

2021 ◽  
pp. bmjspcare-2020-002609
Author(s):  
Donna Wakefield ◽  
Felicity Dewhurst ◽  
Jonathan Koffman ◽  
Charlotte Chamberlain
Keyword(s):  
Clinical Research ◽  
Palliative Medicine ◽  
Research Training ◽  
Training Programme ◽  
Evidence Based ◽  
Research Experience ◽  
Clinical Supervisors ◽  
Personal Time ◽  
Research Supervision ◽  
The Uk

ObjectivesDespite the acknowledged benefits of research, Palliative Medicine receives minimal research funding and has few dedicated research training posts. This study investigated the opportunities and barriers to participating in research for the current cohort of UK Palliative Medicine Specialist Trainees (PMSTs), to better understand the opportunities to improve evidence-based practice within the specialty.MethodsTwo surveys, one for PMSTs and a second for training programme directors (TPDs), were developed. Surveys were piloted and then reviewed by the UK Palliative trainee Research Collaborative and the Palliative Medicine Specialty Advisory Committee (SAC) before distribution. All current PMSTs and TPDs representing all of the UK training regions (n=13) were invited to complete the appropriate survey.ResultsOverall, 85% (11/13) and 45% (102/225) of TPDs and PMSTs responded, respectively. Almost all (92%) PMSTs reported that they were either ‘very interested’ or ‘quite interested’ in taking part in clinical research. PMSTs generally felt that educationaland clinical supervisors were supportive of them taking part in research; however, few (35%) believed they had access to personnel with adequate research experience to provide practical support. Opportunity for appropriate research supervision varied considerably by training region. Where research was being conducted, it was often conducted in trainees’ personal time due to the wide regional variation in dedicated research time.ConclusionDespite significant interest in clinical research and support by TPDs and clinical supervisors, access to experienced researchers and equitable protected research time by region needs urgent attention to enhance progress in evidence-based palliative medicine.

scholarly journals How novice, skilled and advanced clinical researchers include variables in a case report form for clinical research: a qualitative study

BMJ Open ◽  
2017 ◽  
Vol 7 (9) ◽  
pp. e016760 ◽  
Author(s):  
Hongling Chu ◽  
Lin Zeng ◽  
Micheal D Fetters ◽  
Nan Li ◽  
Liyuan Tao ◽  
...  
Keyword(s):  
Case Report ◽  
Data Collection ◽  
Clinical Research ◽  
Research Training ◽  
Target Population ◽  
Case Report Form ◽  
Research Experience ◽  
Skill Levels ◽  
Medical Specialties ◽  
Individual Interviews

ObjectivesDespite varying degrees in research training, most academic clinicians are expected to conduct clinical research. The objective of this research was to understand how clinical researchers of different skill levels include variables in a case report form for their clinical research.SettingThe setting for this research was a major academic institution in Beijing, China.ParticipantsThe target population was clinical researchers with three levels of experience, namely, limited clinical research experience, clinicians with rich clinical research experience and clinical research experts.MethodsUsing a qualitative approach, we conducted 13 individual interviews (face to face) and one group interview (n=4) with clinical researchers from June to September 2016. Based on maximum variation sampling to identify researchers with three levels of research experience: eight clinicians with limited clinical research experience, five clinicians with rich clinical research experience and four clinical research experts. These 17 researchers had diverse hospital-based medical specialties and or specialisation in clinical research.ResultsOur analysis yields a typology of three processes developing a case report form that varies according to research experience level. Novice clinician researchers often have an incomplete protocol or none at all, and conduct data collection and publication based on a general framework. Experienced clinician researchers include variables in the case report form based on previous experience with attention to including domains or items at risk for omission and by eliminating unnecessary variables. Expert researchers consider comprehensively in advance data collection and implementation needs and plan accordingly.ConclusionThese results illustrate increasing levels of sophistication in research planning that increase sophistication in selection for variables in the case report form. These findings suggest that novice and intermediate-level researchers could benefit by emulating the comprehensive planning procedures such as those used by expert clinical researchers.

scholarly journals Student Outcomes From a Large-Enrollment Introductory Course-Based Undergraduate Research Experience on Soil Microbiomes

2021 ◽  
Vol 12 ◽  
Author(s):  
Stanley M. Lo ◽  
Bryan D. Le
Keyword(s):  
Self Efficacy ◽  
Student Outcomes ◽  
Undergraduate Research ◽  
Research Experience ◽  
Research Skills ◽  
Research Experiences ◽  
Design Elements ◽  
Mathematics Majors ◽  
Large Enrollment ◽  
And Mathematics

In recent years, national reports have called for undergraduate laboratory education that engages students in authentic research experiences. As a result, a number of course-based undergraduate research experiences (CUREs) have been developed in biological sciences and some specifically in microbiology. Students benefit from CUREs much like in traditional mentored research experiences, where students carry out independent projects in faculty laboratories. These benefits include increased self-efficacy in research skills, enhanced identification as scientists, and higher graduation rates in science, technology, engineering, and mathematics majors. Because mentored research experiences are not readily available to every student, CUREs represent a potential mechanism to democratize the research experience by providing such opportunities to all students. However, many of existing CUREs described in the literature are designed for advanced undergraduates or are limited to a small number of students. Here, we report student outcomes from a large-enrollment introductory CURE on soil microbiomes that engages students in a real-world context with microbiology. In pre- and post-course surveys, students reported significant gains in self-efficacy on a number of research skills. These results are triangulated with post-course survey data on project ownership, sense of community, and CURE design elements such as collaboration, iteration, discovery, and relevance.

Sign in / Sign up

Export Citation Format

Share Document