scholarly journals 4531 Setting the Stage for Research Success: Creation of Standardized Physician-Scientist Training Program Guidelines to Facilitate Research During Clinical Training

2020 ◽  
Vol 4 (s1) ◽  
pp. 67-67
Author(s):  
Stephanie A. Freel ◽  
Katherine Barrett ◽  
Jillian Hurst ◽  
Rasheed Gbadegesin ◽  
Sallie Permar
Keyword(s):  
Training Program ◽  
Residency Program ◽  
Clinical Training ◽  
Research Training ◽  
Lessons Learned ◽  
Research Progress ◽  
Training Time ◽  
Physician Scientist ◽  
Population Maintenance ◽  
Physician Scientists

OBJECTIVES/GOALS: To ameliorate the leaky pipeline of physician-scientists, we must address the factors that cause medical trainees to disengage from research. Here we describe the development of standardized Physician-Scientist Training Program guidelines that may be implemented across disciplines to address these challenges. METHODS/STUDY POPULATION: Maintenance of a robust pool of physician-scientists is critical to meet the rapidly growing need for novel therapeutics. A variety of factors contribute to the decline of this pool. Key among these are a lengthy training period that segregates research from clinical training, thus impeding research progress and milestones that allow for a successful research career. Through engagement of residency program directors and Vice Chairs of Research, we have created a series of guidelines that promote residency research tracks and enable better integration of research and clinical training time. Guidelines have been piloted in the Departments of Pediatrics, Medicine and Surgery in the context of 2 new R38-supported programs. RESULTS/ANTICIPATED RESULTS: Our physician-Scientist Training Program (PSTP) guidelines were developed by our central Office of Physician-Scientist Development (OPSD) after a successful pilot of an integrated research residency program in the Department of Pediatrics [Duke Pediatric Research Scholars (DPRS); Hurst, et al, 2019], which has included 36 resident and fellow scholars over 3 years. To date, eight clinical departments have adopted our PSTP guidelines as part of their R38-supported or pending programs. The OPSD has recently created a tracking database for scholar metrics, which will further promote PSTP development by enabling centralized reporting on scholar success to individual programs. DISCUSSION/SIGNIFICANCE OF IMPACT: PSTP guidelines enable effective implementation of new programs by sharing best practices and lessons learned, standardizing expectations, and defining metrics of success. By promoting proven strategies for integrated clinical and research training, PSTP guidelines may aid in retaining trainees pursuing research careers.

scholarly journals Lessons Learned From Implementing an App-Based Resilience Training Program in a Naval Operational Setting

Iproceedings ◽  
10.2196/14935 ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. e14935
Author(s):  
Cynthia Simon-Arndt ◽  
Suzanne Hurtado ◽  
Casey Kohen ◽  
Michael Hunter ◽  
Sandra Sanchez
Keyword(s):  
Training Program ◽  
Military Service ◽  
Training System ◽  
Lessons Learned ◽  
Service Members ◽  
Training Time ◽  
Response Options ◽  
Operational Conditions ◽  
Training Support ◽  
Resilience Training

Background Enhancing resilience and reducing stress are critical to increasing the readiness and performance of military personnel in operational settings. Stress and resilience programs can improve service members’ ability to manage their stress during both normal and extreme operational conditions, and have the potential to enhance safety at sea. Implementing an efficient and effective application-based training program in a military setting has unique challenges, including minimizing intrusion on the command’s training time and technological considerations (eg, Wi-Fi and Bluetooth technology restrictions). Objective An enhanced version of a training program called the Stress Resilience Training System (SRTS) was implemented into the operating environment of a naval vessel. The system contains an in-person workshop, regular mentoring in resilience-building techniques, and an iPad-based app used for biofeedback of heart rate variability coherence and training support. This work describes the lessons learned from the implementation process of the app component of the program, based on responses from active duty service members. Methods Crew members aboard a Navy vessel (N=92) volunteered to participate in the evaluation of the 10-week program. All ship personnel were provided with an initial 2.5-hour workshop, mentorship, and iPads containing the SRTS app to use for the duration of the 10-week program. Participants rated different components of the training, and their app usage during the course of the study was recorded. Results Participants somewhat agreed that the app was appropriate for military service members (mean 2.51, SD 1.14; response options 0=strongly disagree to 4=strongly agree for all ratings) and were somewhat likely to recommend the app to fellow service members (mean 2.53, SD 1.03). Ratings of the workshop’s relevance to military readiness (mean 2.68, SD 0.95) and of the instructors’ credibility (mean 3.22, SD 0.92) were higher than ratings of the app. Additionally, usage of the app was low and highly variable (mean 42.26, SD 60.53; range 0 to 312.54 minutes). Anecdotal evidence provided by crewmembers suggested that using the app on an iPad was cumbersome and that the Wi-Fi was often inaccessible, making the iPad a less valuable tool overall. Conclusions This implementation of the app component of SRTS raised questions regarding the suitability of the technological format for this operational setting. User ratings and participant comments suggested that the technology was not the most successful component of the program. The implementation in the iPad format was not conducive to the operational setting and the inconvenience of this format may have deterred participants from using it in settings where a personal or more compact device may have been more appropriate. Recommendations going forward include making the app component available for use on smartphones operating on both iOS and Android platforms to make it user friendly, accessible, and more engaging, which, in turn, is expected to increase usage and uptake of the program’s techniques. Furthermore, incorporating more engaging content, gamification, and tracking and reporting user progress into the overall app may enhance motivation to use more components of the app and increase usage, ultimately enhancing its impact on resilience.

scholarly journals PO213 Sonar identifies research training needs in a clinical training program

2017 ◽  
Vol 88 (Suppl 1) ◽  
pp. A68.1-A68
Author(s):  
Eiman Abdelgadir ◽  
Dharmini Patel ◽  
Michael O’Gara ◽  
Oliver Leach ◽  
Omar Al Masri ◽  
...  
Keyword(s):  
Training Program ◽  
Clinical Training ◽  
Research Training ◽  
Training Needs ◽  
Clinical Training Program

scholarly journals Outcomes of a Novel Training Program for Physician-Scientists: Integrating Graduate Degree Training With Specialty Fellowship

2016 ◽  
Vol 8 (1) ◽  
pp. 85-90 ◽  
Author(s):  
Mitchell D. Wong ◽  
Lourdes Guerrero ◽  
Tamer Sallam ◽  
Joy S. Frank ◽  
Alan M. Fogelman ◽  
...  
Keyword(s):  
Private Practice ◽  
Clinical Training ◽  
Research Training ◽  
Subspecialty Training ◽  
Graduate Degree ◽  
Grant Funding ◽  
Scientific Enterprise ◽  
Master Of Science ◽  
Conducting Research ◽  
Physician Scientists

ABSTRACT Background Although physician-scientists generally contribute to the scientific enterprise by providing a breadth of knowledge complementary to that of other scientists, it is a challenge to recruit, train, and retain physicians in a research career pathway. Objective To assess the outcomes of a novel program that combines graduate coursework and research training with subspecialty fellowship. Methods A retrospective analysis was conducted of career outcomes for 123 physicians who graduated from the program during its first 20 years (1993–2013). Using curricula vitae, direct contact, and online confirmation, data were compiled on physicians' subsequent activities and careers as of 2013. Study outcomes included employment in academic and nonacademic research, academic clinical or private practice positions, and research grant funding. Results More than 80% of graduates were actively conducting research in academic, institutional, or industrial careers. The majority of graduates (71%) had academic appointments; a few (20%) were in private practice. Fifty percent had received career development awards, and 19% had received investigator-initiated National Institutes of Health (NIH) R01 or equivalent grants. Individuals who obtained a PhD during subspecialty training were significantly more likely to have major grant funding (NIH R series or equivalent) than those who obtained a Master of Science in Clinical Research. Trainees who obtained a PhD in a health services or health policy field were significantly more likely to have research appointments than those in basic science. Conclusions Incorporation of graduate degree research, at the level of specialty or subspecialty clinical training, is a promising approach to training and retaining physician-scientists.

scholarly journals Are There Jobs in Academic Pulmonary Medicine in Canada? A Resident’s View of the Future

1995 ◽  
Vol 2 (4) ◽  
pp. 207-209
Author(s):  
Jae Yang ◽  
Charles K Chan
Keyword(s):  
Training Program ◽  
Clinical Training ◽  
Research Training ◽  
Basic Research ◽  
Research Area ◽  
Pulmonary Medicine ◽  
Academic Institutions ◽  
Training Requirements ◽  
Clinician Scientist ◽  
Clinician Teacher

A survey of all Canadian academic institutions with an adult pulmonary training program was undertaken in 1992 to investigate the number of positions in pulmonary medicine that would be available up to 1997. The positions were divided into clinician scientist (75% research) and clinician teacher (75% clinical) categories. Inquiry into specific areas of interests and prerequisite training requirements were made. Ten of 14 centres responded; 35 to 44 positions were identified, 22 to 27 for clinician scientists with at least two to four years’ research training after completion of a clinical pulmonary fellowship. For the remaining 13 to 17 clinician teacher positions, the requirement was for two to three years of additional clinical training beyond the clinical pulmonary fellowship. Some centres did not specify whether available positions were in the clinician scientist or in the clinician teacher group. The results of the survey suggest that there are jobs available in academic pulmonary medicine but that they are mainly in the basic research area, requiring at least an MSc, and preferably a PhD or equivalent research training. A questionnaire is included in an attempt to obtain information about other opportunities in both academic and community hospitals.

Interprofessional Collaboration to Promote Culturally Engaged and Strengths-Based Practice

2020 ◽  
Vol 5 (6) ◽  
pp. 1410-1421
Author(s):  
Erica Ellis ◽  
Mary Kubalanza ◽  
Gabriela Simon-Cereijido ◽  
Ashley Munger ◽  
Allison Sidle Fuligni
Keyword(s):  
Los Angeles ◽  
Training Program ◽  
Interprofessional Education ◽  
Clinical Training ◽  
Interprofessional Collaboration ◽  
Communication Disorders ◽  
Outreach Program ◽  
State University ◽  
Diversity And Inclusion ◽  
Health Nursing

Purpose To effectively prepare students to engage in interprofessional practice, a number of Communication Disorders (COMD) programs are designing new courses and creating additional opportunities to develop the interprofessional competencies that will support future student success in health and education-related fields. The ECHO (Educational Community Health Outreach) program is one example of how the Rongxiang Xu College of Health and Human Services at California State University, Los Angeles, has begun to create these opportunities. The ultimate goal of the ECHO project is to increase both access to and continuity of oral health care across communities in the greater Los Angeles area. Method We describe this innovative interdisciplinary training program within the context of current interprofessional education models. First, we describe the program and its development. Second, we describe how COMD students benefit from the training program. Third, we examine how students from other disciplines experience benefits related to interprofessional education and COMD. Fourth, we provide reflections and insights from COMD faculty who participated in the project. Conclusions The ECHO program has great potential for continuing to build innovative clinical training opportunities for students with the inclusion of Child and Family Studies, Public Health, Nursing, and Nutrition departments. These partnerships push beyond the norm of disciplines often used in collaborative efforts in Communication Sciences and Disorders. Additionally, the training students received with ECHO incorporates not only interprofessional education but also relevant and important aspects of diversity and inclusion, as well as strengths-based practices.

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