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.

Searching for the true attrition rate of UK paediatric trainees

2021 ◽  
pp. archdischild-2020-321415
Author(s):  
Melody Grace Redman ◽  
Davide Carzedda ◽  
Nicola Jay ◽  
Simon J Clark ◽  
Marie Rogers
Keyword(s):  
Geographical Area ◽  
Workforce Planning ◽  
Training Programme ◽  
Attrition Rate ◽  
Freedom Of Information ◽  
Evidence Based ◽  
Record Keeping ◽  
Retrospective Data Analysis ◽  
Level Of Training ◽  
The Uk

ObjectiveTo quantitatively analyse the number of doctors leaving the paediatric specialty training (ST) programme in the UK, to assist with evidence-based workforce planning.DesignData were sought on those leaving the UK paediatrics training programme between 2014 and 2019 from Heads of Schools of Paediatrics and Freedom of Information Act requests.SettingRetrospective data analysis.Outcome measuresOverall attrition rate, attrition rate across level of training, attrition rate across geographical area, recorded reason for leaving.ResultsAll results must be interpreted with caution due to limitations in record keeping and analysis. The annual attrition rate across all ST levels between 2014 and 2019 is estimated at 3.7%–4.2% (ie, 749–845 trainees may have left the paediatric training programme over 2014–2019). No reason for leaving was recorded for three-quarters of individuals, around 630 doctors. Of those leaving paediatrics, significantly more (χ², p=0.015) did so at ST3 (20.3%) versus the next highest training year, ST2 (13.6%).ConclusionsThis project seems to demonstrate worryingly poor record-keeping of the true attrition rate of paediatric trainees by organisations responsible for workforce planning, including Health Education England, the Royal College of Paediatrics and Child Health and individual paediatric schools across the UK. To allow evidence-based workforce planning for the benefit of UK children, it is vital that accurate records on trainees who leave the training programme are kept and shared across the UK.

A Hand Research Fellowship Training Programme

2005 ◽  
Vol 30 (5) ◽  
pp. 515-520
Author(s):  
R. G. HART ◽  
A. GUPTA ◽  
K. LYONS
Keyword(s):  
Research Methods ◽  
Academic Career ◽  
Research Training ◽  
Hand Surgery ◽  
Training Programme ◽  
The United States ◽  
Fellowship Training ◽  
Clinical Expertise ◽  
Research Experience ◽  
Research Fellowship

There are currently 68 hand surgery fellowship programmes known to the authors in the United States and many more throughout the world. To our knowledge, there are no hand fellowships which focus on research. Such a hand surgery research fellowship is being developed to provide this training. This paper outlines the goals and objectives of the intended 2 year training programme and includes a description of the fellowship. The first year would be mostly committed to learning research methods and the second would be a clinical hand fellowship. This will combine clinical expertise in hand surgery, practical research experience and formal research training. Hand researchers would learn research methods, develop innovative research ideas and begin an active research and academic career.

Getting started with research

2009 ◽  
Vol 8 (2) ◽  
pp. 57-65 ◽  
Author(s):  
Heidi Probst ◽  
Rachel Harris
Keyword(s):  
Research Funding ◽  
Research Training ◽  
Research Process ◽  
Research Experience ◽  
Research Activity ◽  
Health Care Practitioners ◽  
Starting Point ◽  
Professional Body ◽  
The Uk ◽  
Training And Support

AbstractDo you have an enquiring mind and an enthusiasm or thirst for knowledge? Do you want to get involved in radiotherapy research or develop your research expertise? Research should underpin the clinical and educational activities undertaken by Radiation Therapists. For many, research can seem a daunting process that is beyond their expertise or capabilities. All health care practitioners can use research evidence and some may want to undertake their own research but may feel unsure where to start.This article is aimed at novice researchers (or those with limited research experience) and those wanting to develop their research potential. The discussion should help practitioners identify the necessary skills required to undertake research, where to go for help, the research process (including where research ideas come from), and what to consider when putting together a project team or applying for research funding.The discussion concludes on the importance of research training and support (or mentoring) for novice researchers or those at the start of their research careers. The national professional body for therapists can play an important role in helping researchers to network with likeminded individuals. Some professional bodies (such as the College of radiographers in the UK) may also provide small research grants to help build research activity, and as such can be a useful starting point when considering research funding.

scholarly journals Strengthening the core health research capacity of national health systems helps build country resilience to epidemics: a cross-sectional survey

F1000Research ◽  
2020 ◽  
Vol 9 ◽  
pp. 583
Author(s):  
Rony Zachariah ◽  
Dermot Maher ◽  
Abraham Aseffa ◽  
Mahnaz Vahedi ◽  
Pascal Launois ◽  
...  
Keyword(s):  
Clinical Research ◽  
Health System ◽  
Emergency Response ◽  
Research Training ◽  
Core Competencies ◽  
Research Capacity ◽  
Training Programme ◽  
World Health ◽  
Sort It ◽  
Training Programmes

Background:  TDR, The Special Programme for Research and Training hosted at the World Health Organization, has long supported Low- and Middle-Income Countries in strengthening research capacity through three training programmes: the Postgraduate Training Scheme (PGTS), the Clinical Research and Development Fellowship (CRDF), and the Structured Operational Research Training InitiaTive (SORT IT). In the advent of the COVID-19 pandemic, we assessed whether those trained through these programmes were involved in the COVID-19 response and if so, in which area(s) of the emergency response they were applying their skills. Methods: From the records for each training programme, we identified the individuals who had completed training during the relevant timespan of each programme: 1999-2018 for the CRDF scheme, 2015-2020 for PGTS, and 2009-2019 for SORT-IT. Between March and April 2020, we sent trainees an online questionnaire by e-mail. Results: Out of 1254 trained, 1143 could be contacted and 699 responded to the survey. Of the latter, 411 were involved with the COVID-19 response, of whom 315 (77%) were applying their acquired skills in 85 countries. With some overlap between programmes, 84% of those trained through CRDF were applying their skills in 27 countries, 91% of those trained through PGTS were applying their skills in 19 countries, and through SORT IT, this was 73% in 62 countries.  Skills were being applied in various areas of the emergency response, including: emergency preparedness, situation analysis/surveillance, infection control and clinical management, data generation, mitigating the effect of COVID on the health system, and research.  Depending on the type of training programme, 26-74% were involved in implementation, operational or clinical research. Conclusion: Research training programmes build research capacity and equip health workers with transferable core competencies and skillsets prior to epidemics. This becomes invaluable in building health system resilience at a time of pandemics.

scholarly journals Strengthening the core health research capacity of national health systems helps build country resilience to epidemics: a cross-sectional survey

F1000Research ◽  
2020 ◽  
Vol 9 ◽  
pp. 583
Author(s):  
Rony Zachariah ◽  
Dermot Maher ◽  
Abraham Aseffa ◽  
Mahnaz Vahedi ◽  
Pascal Launois ◽  
...  
Keyword(s):  
Clinical Research ◽  
Health System ◽  
Emergency Response ◽  
Research Training ◽  
Core Competencies ◽  
Research Capacity ◽  
Training Programme ◽  
World Health ◽  
Sort It ◽  
Training Programmes

Background:  TDR, The Special Programme for Research and Training hosted at the World Health Organization, has long supported Low- and Middle-Income Countries in strengthening research capacity through three training programmes: the Postgraduate Training Scheme (PGTS), the Clinical Research and Development Fellowship (CRDF), and the Structured Operational Research Training InitiaTive (SORT IT). In the advent of the COVID-19 pandemic, we assessed whether those trained through these programmes were involved in the COVID-19 response and if so, in which area(s) of the emergency response they were applying their skills. Methods: From the records for each training programme, we identified the individuals who had completed training during the relevant timespan of each programme: 1999-2018 for the CRDF scheme, 2015-2020 for PGTS, and 2009-2019 for SORT-IT. Between March and April 2020, we sent trainees an online questionnaire by e-mail. Results: Out of 1254 trained, 1143 could be contacted and 699 responded to the survey. Of the latter, 411 were involved with the COVID-19 response, of whom 315 (77%) were applying their acquired skills in 85 countries. With some overlap between programmes, 84% of those trained through CRDF were applying their skills in 27 countries, 91% of those trained through PGTS were applying their skills in 19 countries, and through SORT IT, this was 73% in 62 countries.  Skills were being applied in various areas of the emergency response, including: emergency preparedness, situation analysis/surveillance, infection control and clinical management, data generation, mitigating the effect of COVID on the health system, and research.  Depending on the type of training programme, 26-74% were involved in implementation, operational or clinical research. Conclusion: Research training programmes build research capacity and equip health workers with transferable core competencies and skillsets prior to epidemics. This becomes invaluable in building health system resilience at a time of pandemics.

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 Evaluation of a Rural Healthcare System Featuring Medical and Premedical Students: The Essentia Health Summer Research Intern Program

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Catherine Pastorius Benziger ◽  
Ryan Thiel ◽  
Nicole Groth ◽  
Vicki Pink ◽  
Joseph Doerer ◽  
...  
Keyword(s):  
Clinical Research ◽  
Rural Areas ◽  
Evidence Based Medicine ◽  
Research Training ◽  
Evidence Based ◽  
University Of Minnesota ◽  
Clinical Patient ◽  
Premedical Students ◽  
Specialty Practice ◽  
Based Medicine

Background: Training medical and premedical students in clinical research is challenging with the demands of medical education. Students pursue research opportunities in specialty practice to acquire knowledge and gain experience in the clinical setting. Pairing clinical observation with mentored research informs the value of evidence-based medicine and prepares students for a career in medicine and science. However, programs that offer both research training and clinical observership are rare, particularly in rural areas.   Hypothesis: Early exposure to sub-specialty practice in rural areas is important to recruit and train the next generation of physicians to serve this population.   Methods: This report provides a description of the Essentia Health Summer Research Internship Program, a pilot program with the University of Minnesota Medical School aimed to provide mentored clinical research training and clinical observership for medical and premedical students. The program provided an experiential model of clinical patient interaction, problem solving, and access to research that is integrated into clinical experiences as students learn the value of evidence-based medicine.   Results: Six medical and four premedical students have participated in the internship within the programs first two years. Student-completed weekly journals and surveys reveal enthusiasm for various research and clinical components of the program. Program highlights include the acquisition of research and clinical knowledge through mentorship and research lectures, and observerships throughout the Heart and Vascular Center.   Conclusion: The program aims to provide underrepresented rural students training in research methodology through mentorship and observership within specialty practice. 

Ethical Considerations for Clinical Research Collaborations

2008 ◽  
Vol 18 (3) ◽  
pp. 77-81
Author(s):  
Sherri M. Jones ◽  
Christina M. Figueroa
Keyword(s):  
Clinical Research ◽  
Research Training ◽  
Responsible Conduct Of Research ◽  
Services Research ◽  
Clinical Supervisors ◽  
Subject Recruitment ◽  
Research Collaborations ◽  
Behavioral Studies ◽  
Definition Of ◽  
Dissemination Of Results

Abstract The definition of clinical research adopted by the National Institutes of Health (NIH) includes three areas, 1. patient-oriented research, 2. epidemiologic and behavioral studies, and 3. outcomes and health services research (DHHS, 2003). Extensive research training is not a core component of many clinical-degree programs, and clinicians may not have the requisite knowledge and skills to initiate a research program independently. However, clinicians and the clinical sites where they practice can play an integral part in collaborative research. This review discusses five areas for clinical supervisors to consider prior to initiating a research project, which include formal approvals, determining which aspects of the study to be involved in, subject recruitment and informed consent, data collection and storage, and dissemination of results. These are not the only areas that might be considered; however, mutual agreement on these issues before the project begins will facilitate successful collaboration and foster responsible conduct of research. The ethical conduct of research is paramount for the scientific base of our professions. Additionally, the information and guidelines presented are intended to facilitate discussion and offer resources for further study.

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: improving antenatal detection and outcomes of congenital heart disease

2018 ◽  
Vol 7 (4) ◽  
pp. e000276 ◽  
Author(s):  
Orhan Uzun ◽  
Julia Kennedy ◽  
Colin Davies ◽  
Anthony Goodwin ◽  
Nerys Thomas ◽  
...  
Keyword(s):  
Congenital Heart Disease ◽  
Detection Rate ◽  
Congenital Heart ◽  
Training Programme ◽  
Referral Rate ◽  
Cardiac Anomaly ◽  
Cardiac Ultrasound ◽  
Detection Rates ◽  
Antenatal Detection ◽  
The Uk

ObjectivesThis study describes the design, delivery and efficacy of a regional fetal cardiac ultrasound training programme. This programme aimed to improve the antenatal detection of congenital heart disease (CHD) and its effect on fetal and postnatal outcomes.Design setting and participantsThis was a prospective study that compared antenatal CHD detection rates by professionals from 13 hospitals in Wales before and after engaging in our ‘skills development programme’. Existing fetal cardiac practice and perinatal outcomes were continuously audited and progressive targets were set. The work was undertaken by the Welsh Fetal Cardiovascular Network, Antenatal Screening Wales (ASW), a superintendent sonographer and a fetal cardiologist.InterventionsA core professional network was established, engaging all stakeholders (including patients, health boards, specialist commissioners, ASW, ultrasonographers, radiologists, obstetricians, midwives and paediatricians). A cardiac educational lead (midwife, superintendent sonographer, radiologist, obstetrician, or a fetal medicine specialist) was established in each hospital. A new cardiac anomaly screening protocol (‘outflow tract view’) was created and training on the new protocol was systematically delivered at each centre. Data were prospectively collected and outcomes were continuously audited: locally by the lead fetal cardiologist; regionally by the Congenital Anomaly Register and Information Service in Wales; and nationally by the National Institute for Cardiac Outcomes and Research (NICOR) in the UK.Main outcome measuresPatient satisfaction; improvements in individual sonographer skills, confidence and competency; true positive referral rate; local hospital detection rate; national detection rate of CHD; clinical outcomes of selected cardiac abnormalities; reduction of geographical health inequality; cost efficacy.ResultsHigh levels of patient satisfaction were demonstrated and the professional skill mix in each centre was improved. The confidence and competency of sonographers was enhanced. Each centre demonstrated a reduction in the false-positive referral rate and a significant increase in cardiac anomaly detection rate. According to the latest NICOR data, since implementing the new training programme Wales has sustained its status as UK lead for CHD detection. Health outcomes of children with CHD have improved, especially in cases of transposition of the great arteries (for which no perinatal mortality has been reported since 2008). Standardised care led to reduction of geographical health inequalities with substantial cost saving to the National Health Service due to reduced false-positive referral rates. Our successful model has been adopted by other fetal anomaly screening programmes in the UK.ConclusionsAntenatal cardiac ultrasound mass training programmes can be delivered effectively with minimal impact on finite healthcare resources. Sustainably high CHD detection rates can only be achieved by empowering the regional screening workforce through continuous investment in lifelong learning activities. These should be underpinned by high quality service standards, effective care pathways, and robust clinical governance and audit practices.

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