scholarly journals The Master of Science in Clinical and Translational Research at the University of Connecticut

2008 ◽  
Vol 1 (2) ◽  
pp. 92-92
Author(s):  
Elaine Musgrave
2018 ◽  
Vol 2 (4) ◽  
pp. 249-252
Author(s):  
Andrew L. Sussman ◽  
Carla Cordova ◽  
Mark R. Burge

Recruitment and engagement for clinical and translational research is challenging, especially among medically underserved and ethnic or racial minority populations. We present a comprehensive model developed through the Clinical and Translational Science Center at the University of New Mexico (UNM) Health Sciences Center that addresses 3 critical aspects of participant recruitment. The components of the model are: (1) Recruitment from within UNM to UNM-centered studies, (2) recruitment from within UNM to community-based studies, and (3) recruitment from outside UNM to UNM-centered studies. This model has increased research participant recruitment, especially among medically underserved populations, and offers generalizable translational solutions to common clinical and translational research challenges, especially in settings with similar demographic and geographic characteristics.


Author(s):  
Shokoufeh Khalatbari ◽  
Dianne Jazdzyk ◽  
Janine Capsouras ◽  
Brad Downey ◽  
Eli Samuels ◽  
...  

Abstract Introduction: Access to qualified biostatisticians to provide input on research design and statistical considerations is critical for high-quality clinical and translational research. At diverse health science institutions, like the University of Michigan (U-M), biostatistical collaborators are scattered across the campus. This model can isolate applied statisticians, analysts, and epidemiologists from each other, which may negatively affect their career development and job satisfaction, and inhibits access to optimal biostatistical support for researchers. Furthermore, in the era of modern, complex translational research, it is imperative to elevate biostatistical expertise by offering innovative training. Methods: The Michigan Institute for Clinical and Health Research established an Applied Biostatistical Sciences (ABS) network that is a campus-wide community of staff and faculty statisticians, epidemiologists, data scientists, and researchers, with the intention of supporting both researchers and biostatisticians, while promoting high-quality clinical and translational research. Results: Since its inception in early 2018, the ABS Network has grown to several hundred faculty and staff members across a range of health and research disciplines. The ABS Network offers free trainings on innovative methods and tools in the biostatistical field, a web-based portal with resources and training lectures, and connections to U-M faculty and/or staff members for consultation and collaboration. Conclusions: Although challenging, if approached strategically, the creation of a collaboration network of biostatisticians can be accomplished. Furthermore, the process can be adopted and implemented for establishing collaboration with any network of professionals with common interests across different disciplines and professional fields regardless of size.


Author(s):  
Susan R. Passmore ◽  
Dorothy Farrar Edwards ◽  
Christine A. Sorkness ◽  
Sarah Esmond ◽  
Allan R. Brasier

Abstract Despite increasing attention to the importance of diverse research participants, success across the translational research spectrum remains limited. To assess investigator and research team training needs, we conducted a web-based survey exploring barriers in knowledge and practice. Respondents (n = 279) included those affiliated with the University of Wisconsin Institute for Clinical and Translational Research (ICTR). Although all respondents reported an abstract belief in the importance of diversity, factors associated with higher levels of best practices knowledge and implementation included: (1) use of federal funding; (2) having fewer years of experience; (3) recruiting healthy participants; and (4) having recruitment training.


2016 ◽  
Vol 1 (13) ◽  
pp. 122-129 ◽  
Author(s):  
Wendy Chase ◽  
Lucinda Soares Gonzales

This article will describe the approach to dysphagia education in a classroom setting at the University of Connecticut (UCONN), explore the disparity between student performance in schools vs. health care settings that was discovered at UCONN, and offer suggestions for practicum supervisors in medical settings to enhance student acquisition of competence.


2020 ◽  
Author(s):  
Elena Robakiewicz ◽  
◽  
Dawn Beamer ◽  
Dawn Beamer ◽  
Jennifer Cooper Boemmels ◽  
...  

1994 ◽  
Vol 20 (4) ◽  
pp. 439-455
Author(s):  
Barbara B. Blechner ◽  
Christie L. Hager ◽  
Nancy R. Williams

Health law and medical ethics are both integral parts of undergraduate medical curricula. The literature has addressed the importance of teaching law and ethics separately in medical school settings, yet there have been few descriptions of teaching law and ethics together in the same curriculum. A combined program in law and ethics required for first-year medical and dental students was developed and implemented by Professor Joseph (Jay) M. Healey, Jr., at the University of Connecticut Schools of Medicine and Dental Medicine from 1975 until his death in 1993. This Article describes the thirty-hour, interactive, case-based course he created. The course, Legal and Ethical Aspects of Medicine and Dental Medicine (LEA), has continued after Jay 's death, and is one of his many legacies to us. LEA consists of fifty-six actual and hypothetical cases written by Jay from which basic legal and ethical principles are extracted by participants and reinforced by instructors.


Author(s):  
LaKaija J. Johnson ◽  
Jolene Rohde ◽  
Mary E. Cramer ◽  
Lani Zimmerman ◽  
Carol R. Geary ◽  
...  

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