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.

scholarly journals 2379

2017 ◽  
Vol 1 (S1) ◽  
pp. 49-49
Author(s):  
Stephanie A. Freel ◽  
Miranda West ◽  
Denise Snyder
Keyword(s):  
Professional Development ◽  
Clinical Research ◽  
Workforce Development ◽  
Professional Training ◽  
Research Training ◽  
Academic Research ◽  
Lessons Learned ◽  
Diversity And Inclusion ◽  
Internship Programs ◽  
Masters Students

OBJECTIVES/SPECIFIC AIMS: Our objectives are to provide opportunities for graduate students, clinical interns, and postdoctoral fellows in traditional training programs to have immersive experiences in clinical research conduct from a CRP perspective. In addition, we aimed to address common causes of job dissatisfaction by providing professional development and networking opportunities for the existing CRP workforce. METHODS/STUDY POPULATION: In collaboration with the CTSA workforce development group, the Duke Office of Clinical Research hosted a site visit for 19 PhD scientists interested in nontraditional career pathways and a short lecture series on project management careers in clinical research. Additionally, we crafted specific clinical research training electives for 20 masters students and 10 dietetic interns. Finally, in collaboration with UNC-CH, we combined Research Professional Networks to provide a pilot joint professional development event for 109 CRPs from both schools. RESULTS/ANTICIPATED RESULTS: The number of Masters students enrolling in the CRP elective grew from 7 students in year 1 to 13 students currently enrolled. A retro-pre/postprogram adapted CRAI survey was issued following program completion. Students self-reported increases in competence across all 24 skills measured. Largest increases were seen in areas specific to CRP roles such as consenting patients, understanding the IRB, and reviewing key study documents. A baseline culture survey issued at the joint Duke/UNC CRP event garnered a 65% response rate and indicated that the principal gaps in professional training are in communications, teamwork, leadership, and professionalism. Moreover, respondents indicated that creating a sense of community and providing networking opportunities were the most important outcomes for future CRP collaborations. Future evaluations of both of these programs will allow us to tailor training to be most effective in strengthening our CRP workforce. DISCUSSION/SIGNIFICANCE OF IMPACT: These initiatives lay the groundwork for the development of a robust training pipeline into CRP careers. Future initiative will apply lessons learned toward creating internship programs aimed at improving diversity and inclusion within these careers. In addition, by addressing the professional development needs of the existing workforce, we create a sustainable environment for well-trained professionals. By evaluating these primary initiatives, we can better define the critical elements that must be included in CRP educational, development, and support programs and subsequently apply these to ultimately improve the clinical and translational research being conducted in academic research settings.

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 dPanther: Benefits and Challenges of Building and Managing Your Own Digital Repository

Collections ◽  
2017 ◽  
Vol 13 (3-4) ◽  
pp. 265-275
Author(s):  
Rebecca Bakker ◽  
Kelley Rowan
Keyword(s):  
Decision Making ◽  
Relevant Information ◽  
Technical Support ◽  
Lessons Learned ◽  
Decision Making Process ◽  
Digital Repository ◽  
Digital Platform

This article addresses the benefits and challenges associated with building your own digital repository platform and managing content, technical hurdles, and partners. The authors discuss the advantages of building a repository that can evolve as standards in the field do and how to handle the problems that arise when you are both the metadata manager and technical support. The authors also discuss difficulties their partners have experienced with the platform and lessons learned. It is the hope that this information will provide those who may be either managing a digital repository or considering a new digital platform, relevant information that will prove to be helpful in the decision-making process.

Improving physician research training: understanding the student perspective

2020 ◽  
Vol 11 (2) ◽  
pp. 145-162
Author(s):  
Jacqueline Knapke ◽  
Erin N. Haynes ◽  
Lisa M. Vaughn
Keyword(s):  
Clinical Research ◽  
Online Courses ◽  
Research Training ◽  
Student Perspective ◽  
Training Methods ◽  
Content Type ◽  
Mentorship Program ◽  
Master Of Science ◽  
Research Training Program ◽  
Journal Entries

Purpose Using a mixed-methods approach, this study evaluated a Master of Science program in Clinical and Translational Research (MSCTR) geared toward training physicians in research methodology. The purpose of this study is to allow trainees to articulate their expectations, needs and experiences in the MSCTR and to develop novel training methods and/or curriculum modifications to improve physician-scholar training. Design/methodology/approach The mixed-method study design with qualitative emphasis included interviews, participant journal entries and a survey. Interview and journal entry data were analyzed using a modified seven-stage hermeneutic analysis and survey data were analyzed using descriptive statistics. Findings Findings suggest three major areas for improvement, namely, curriculum, mentorship/relationships and instructional methods. Concluding recommendations to address these three areas include: make ongoing curriculum updates to provide a sequential pathway but also allow for flexibility, improve statistical training, invest in online courses and create a more structured mentorship program. Originality/value Extant research, though minimal, has evaluated clinical research training programs in terms of alumni productivity. However, this is the first study of its kind to examine a clinical research training program primarily qualitatively and from the perspective of its students and alumni.

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.

Big Data Cognitive Storage: An Optimum Way of handling the Educational Data in Indian Scenario

2017 ◽  
Vol SED2017 (01) ◽  
pp. 5-7
Author(s):  
Ruchi Jain ◽  
Neelesh Kumar Jain
Keyword(s):  
Big Data ◽  
Online Learning ◽  
Online Education ◽  
Data Protection ◽  
Teaching And Learning ◽  
Relevant Information ◽  
Indian Society ◽  
Digital Learning ◽  
Modern Education ◽  
Indian Scenario

The concept of big data has been incorporated in majority of areas. The educational sector has plethora of data especially in online education which plays a vital in modern education. Moreover digital learning which comprises of data and analytics contributes significantly to enhance teaching and learning. The key challenge for handling such data can be a costly affair. IBM has introduced the technology "Cognitive Storage" which ensures that the most relevant information is always on hand. This technology governs the incoming data, stores the data in definite media, application of levels of data protection, policies for the lifecycle and retention of different classes of data. This technology can be very beneficial for online learning in Indian scenario. This technology will be very beneficial in Indian society so as to store more information for the upliftment of the students’ knowledge.

scholarly journals Primary care doctor fostering and clinical research training in Sweden: Implications for Japan

2018 ◽  
Vol 20 (1) ◽  
pp. 4-8 ◽  
Author(s):  
Takashi Watari ◽  
Masahiro Hirose ◽  
Patrik Midlöv ◽  
Yasuharu Tokuda ◽  
Hideyuki Kanda ◽  
...  
Keyword(s):  
Primary Care ◽  
Clinical Research ◽  
Research Training ◽  
Primary Care Doctor

Diminishing Reality: Potential Benefits and Risks

2021 ◽  
Vol 65 (1) ◽  
pp. 164-168
Author(s):  
I. Murph ◽  
M. McDonald ◽  
K. Richardson ◽  
M. Wilkinson ◽  
S. Robertson ◽  
...  
Keyword(s):  
Augmented Reality ◽  
Situational Awareness ◽  
Relevant Information ◽  
Attentional Focus ◽  
Primary Task ◽  
Training Methods ◽  
Cognitive Aids ◽  
Potential Benefits ◽  
Study Participants ◽  
Completion Times

Within distracting environments, it is difficult to maintain attentional focus on complex tasks. Cognitive aids can support attention by adding relevant information to the environment, such as via augmented reality (AR). However, there may be a benefit in removing elements from the environment, such as irrelevant alarms, displays, and conversations. De-emphasis of distracting elements is a type of AR called Diminished Reality (DR). Although de-emphasizing distraction may help focus on a primary task, it may also reduce situational awareness (SA) of other activities that may become relevant. In the current study, participants will assemble a medical ventilator during a simulated emergency while experiencing varying levels of DR. Participants will also be probed to assess secondary SA. We anticipate that participants will have better accuracy and completion times in the full DR conditions but their SA will suffer. Future applications include the design of future DR systems and improved training methods.

scholarly journals Clinical Research Informatics: Contributions from 2017

2018 ◽  
Vol 27 (01) ◽  
pp. 177-183 ◽  
Author(s):  
Christel Daniel ◽  
Dipak Kalra ◽  
Keyword(s):  
Electronic Health Records ◽  
Clinical Research ◽  
Association Studies ◽  
Bias Reduction ◽  
Lessons Learned ◽  
Editorial Team ◽  
Private Industry ◽  
Health Records ◽  
Clinical Research Informatics ◽  
Electronic Health

Objectives: To summarize key contributions to current research in the field of Clinical Research Informatics (CRI) and to select best papers published in 2017. Method: A bibliographic search using a combination of MeSH descriptors and free terms on CRI was performed using PubMed, followed by a double-blind review in order to select a list of candidate best papers to be then peer-reviewed by external reviewers. A consensus meeting between the two section editors and the editorial team was organized to finally conclude on the selection of best papers. Results: Among the 741 returned papers published in 2017 in the various areas of CRI, the full review process selected five best papers. The first best paper reports on the implementation of consent management considering patient preferences for the use of de-identified data of electronic health records for research. The second best paper describes an approach using natural language processing to extract symptoms of severe mental illness from clinical text. The authors of the third best paper describe the challenges and lessons learned when leveraging the EHR4CR platform to support patient inclusion in academic studies in the context of an important collaboration between private industry and public health institutions. The fourth best paper describes a method and an interactive tool for case-crossover analyses of electronic medical records for patient safety. The last best paper proposes a new method for bias reduction in association studies using electronic health records data. Conclusions: Research in the CRI field continues to accelerate and to mature, leading to tools and platforms deployed at national or international scales with encouraging results. Beyond securing these new platforms for exploiting large-scale health data, another major challenge is the limitation of biases related to the use of “real-world” data. Controlling these biases is a prerequisite for the development of learning health systems.

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