Improving physician research training: understanding the student perspective

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.

Download Full-text

Teaching Statistics to Physicians using Stata

The Stata Journal Promoting communications on statistics and Stata ◽

10.1177/1536867x0500500209 ◽

2005 ◽

Vol 5 (2) ◽

pp. 248-258

Author(s):

Susan M. Hailpern

Keyword(s):

Clinical Research ◽

Research Training ◽

Albert Einstein College ◽

Albert Einstein ◽

Research Data ◽

First Semester ◽

Master Of Science ◽

Science Degree ◽

Research Training Program ◽

Yeshiva University

The Clinical Research Training Program (CRTP) at the Albert Einstein College of Medicine at Yeshiva University is a two-year program for physicians leading to a Master of Science degree in Clinical Research Methods. Beginning in July 2004, the program began teaching data analysis using Stata 8 in order to better meet the advanced statistical needs of the students. This paper details the structure and content of the course, how Stata was introduced, and the problems we encountered. Student comments and suggestions on future enhancements to Stata are included. Although challenging, our first semester teaching Stata was a success: the students all learned Stata and, more importantly, continued to use it for the analysis of their own research data after the course was complete.

Download Full-text

3143 DIAMOND: A Digital Platform for Workforce Development

Journal of Clinical and Translational Science ◽

10.1017/cts.2019.157 ◽

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.

Download Full-text

Five-year review of an international clinical research-training program

Advances in Medical Education and Practice ◽

10.2147/amep.s66627 ◽

2015 ◽

pp. 249

Author(s):

Felipe Fregni ◽

Claudia Kimie Suemoto ◽

Sherine Esmail ◽

Paulo Correa ◽

Faiza Khawaja ◽

...

Keyword(s):

Clinical Research ◽

Training Program ◽

Research Training ◽

Research Training Program ◽

International Clinical Research

Download Full-text

Development and Evaluation of a Hematology-Oriented Clinical Research Training Program in Latin America

Journal of Cancer Education ◽

10.1007/s13187-016-1015-4 ◽

2016 ◽

Vol 32 (4) ◽

pp. 845-849

Author(s):

Lillian Sung ◽

Eduardo Rego ◽

Eloisa Riva ◽

Jessica Elwood ◽

Joe Basso ◽

...

Keyword(s):

Latin America ◽

Clinical Research ◽

Training Program ◽

Research Training ◽

Research Training Program

Download Full-text

Factors influencing attrition from a researcher training program

International Journal for Researcher Development ◽

10.1108/ijrd-08-2013-0013 ◽

2014 ◽

Vol 5 (1) ◽

pp. 56-67 ◽

Cited By ~ 3

Author(s):

David Schmidt ◽

Keira Robinson ◽

Emma Webster

Keyword(s):

Training Program ◽

Capacity Building ◽

Research Training ◽

Critical Time ◽

Research Capacity ◽

Attrition Rate ◽

Chi Square ◽

Content Type ◽

Research Training Program ◽

Building Program

Purpose – This study explored attrition from a novice health researcher training program. The aim of this paper was to identify factors contributing to attrition from the RRCBP that if understood could decrease attrition from this standalone researcher training program. Design/methodology/approach – Using a capacity building framework, this case-control study compared demographic characteristics and features of 30 withdrawn research trainees to 68 graduated trainees from the Rural Research Capacity Building Program, run by the Health Education and Training Institute of New South Wales, Australia between 2006 and 2010. Data were analysed using Exact Logistic Regression, Chi-square and Fisher's Exact tests. Findings – An attrition rate of 29 per cent was associated with a range of individual, organisational and supra-organisational factors. Withdrawals occurred prior to ethics submission (n=13, 43 per cent), after unsuccessful ethics submission (n=8, 27 per cent), or after receiving ethics approval (n=9, 30 per cent). Clinicians were less likely to withdraw than non-clinical staff (p=0.03). Profession, project ownership, funding sources and type of research were not significant factors in attrition, while the effect of location was mixed indicating a potential impact of peer support networks in areas with high numbers of trainees. Practical implications – This research demonstrates attrition from a research training program is associated with trainees receiving appropriate and timely support. In the formative stages researchers require support, particularly those working in professional or geographical isolation. Originality/value – This study is the first of its kind in examining in detail reasons for withdrawal from a standalone research training program and will allow coordinators of similar programs to target support to vulnerable research trainees at critical time points.

Download Full-text

Training methods that improve MD–PhD student self-efficacy for clinical research skills

Journal of Clinical and Translational Science ◽

10.1017/cts.2019.419 ◽

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.

Download Full-text