scholarly journals Assessments of Research Competencies for Clinical Investigators: A Systematic Review

2019 ◽  
pp. 016327871989639
Author(s):  
Phillip A. Ianni ◽  
Elias M. Samuels ◽  
Brenda L. Eakin ◽  
Thomas E. Perorazio ◽  
Vicki L. Ellingrod
Keyword(s):  
Clinical Research ◽  
Clinical Skill ◽  
Program Assessment ◽  
Research Literature ◽  
Research Competencies ◽  
Wide Range ◽  
Competency Based ◽  
Self Assessments ◽  
Objective Tests ◽  
Competency Domains

Although there is extensive research literature on clinical skill competencies and the use of competency-based frameworks for clinical research, the appropriate methods to assess these competencies are not as well understood. Our goal in this systematic literature review is to identify, compare, and critique assessments of clinical research competencies. Articles were included in this review if they examined clinical investigators or clinical investigators in training, focused on research-based skills, and included some form of assessment of research-based competencies. A total of 76 articles were identified as part of the initial search; 16 met the criteria for inclusion. Two types of assessments of clinical research competence were identified: subjective self-assessments ( n = 13) and objective tests ( n = 6). These assessments covered a wide range of competencies, but there were no competency domains common to all. Most assessments had limited validation. Training was consistently associated with self-assessed competence but had little relationship to objective measures of competence. In contrast, experience was consistently associated with objectively assessed competence but not with self-assessed competence. These findings have important implications for those interested in assessing medical education programs. We describe a recommended standard for validity for assessments used for the purposes of summative program assessment.

Introduction

2012 ◽  
Author(s):  
Rupa Bessant
Keyword(s):  
Communication Skills ◽  
Royal College ◽  
Clinical Skills ◽  
Clinical Skill ◽  
Clinical Communication ◽  
The United Kingdom ◽  
Wide Range ◽  
Competency Based ◽  
Joint Examination ◽  
Royal Charter

The Royal College of Physicians was founded by royal charter of King Henry VIII in 1518. For nearly 500 years it has engaged in a wide range of activities dedicated to its overall aim of upholding and improving standards of medical practice. The examination for the Membership of the Royal College of Physicians (MRCP) (London) was first set in 1859. The Royal College of Physicians (Edinburgh) and the Faculty of Physicians and Surgeons of Glasgow introduced their own professional examinations in 1881 and 1886 respectively. A need to have a unified membership examination throughout the United Kingdom (UK) was identified in the late 1960s, following which the first joint examination took place in October 1968. The MRCP(UK) subsequently developed into the current internationally recognized three-part examination. From 2001, the five-station PACES (Practical Assessment of Clinical Examination Skills) examination was introduced, replacing the traditional long case, short cases and viva format. The rationale for this change was to standardize the candidate experience, to permit direct observation of candidate–patient interaction throughout the examination, and to place added emphasis on the assessment of communication skills. The MRCP(UK) format evolved further in 2009. In response to the development of competency-based training and assessment, the key components of the examination were redefined as seven ‘core clinical skills’: A) Physical examination B) Identifying physical signs C) Clinical communication skills D) Differential diagnosis E) Clinical judgement F) Managing patients’ concerns G) Maintaining patient welfare. Each ‘core clinical skill’ is assessed at several different stations of the PACES examination and the marks for each ‘skill’ are integrated. A minimum pass mark for each ‘core clinical skill’ was introduced to ensure that candidates who scored poorly in one ‘core clinical skill’ area could not pass the examination by scoring highly in another skill (a compensatory marking system had existed prior to 2009). Furthermore, the requirement to obtain a minimum overall test score has been maintained. At the time of writing this book, a score of 130/172 was required to pass.

scholarly journals REAPing the benefits: development and use of a structured evaluation framework to codify learning resources for Global Health professionals

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Meike Schleiff ◽  
Elizabeth Hahn ◽  
Caroline Dolive ◽  
Lillian James ◽  
Anant Mishra ◽  
...  
Keyword(s):  
Global Health ◽  
Health Professionals ◽  
Learning Opportunities ◽  
Evaluation Framework ◽  
Course Quality ◽  
Health Leadership ◽  
Wide Range ◽  
Meaningful Engagement ◽  
Online Activities ◽  
Competency Domains

Abstract Background The learning opportunities for global health professionals have expanded rapidly in recent years. The diverse array of learners and wide range in course quality underscore the need for an improved course vetting process to better match learners with appropriate learning opportunities. Methods We developed a framework to assess overall course quality by determining performance across four defined domains Relevance, Engagement, Access, and Pedagogy (REAP). We applied this framework across a learning catalogue developed for participants enrolled in the Sustaining Technical and Analytic Resources (STAR) project, a global health leadership training program. Results The STAR learning activities database included a total of 382 courses, workshops, and web-based resources which fulfilled 531 competencies across three levels: core, content, and skill. Relevance: The majority of activities were at an understanding or practicing level across all competency domains (486/531, 91.5%). Engagement: Many activities lacked any peer engagement (202/531, 38.0%) and had limited to no faculty engagement (260/531, 49.0%). Access: The plurality of courses across competencies were offered on demand (227/531, 42.7%) and were highly flexible in pace (240/531, 45.2%). Pedagogy: Of the activities that included an assessment, most matched activity learning objectives (217/531, 40.9%). Conclusions Through applying REAP to the STAR project learning catalogue, we found many online activities lacked meaningful engagement with faculty and peers. Further development of structured online activities providing learners with flexibility in access, a range of levels of advancement for content, and opportunities to engage and apply learning are needed for the field of global health.

Use of Competency-Based Self-Assessments and the MCH Navigator for MCH Workforce Development: Three States’ Experiences

2014 ◽  
Vol 19 (2) ◽  
pp. 335-342 ◽  
Author(s):  
Michael D. Warren ◽  
Suzanna D. Dooley ◽  
Meredith J. Pyle ◽  
Angela M. Miller
Keyword(s):  
Workforce Development ◽  
Competency Based ◽  
Self Assessments

scholarly journals Education and training of clinical and translational study investigators and research coordinators: A competency-based approach

2017 ◽  
Vol 1 (1) ◽  
pp. 16-25 ◽  
Author(s):  
Nancy A. Calvin-Naylor ◽  
Carolynn Thomas Jones ◽  
Michelle M. Wartak ◽  
Karen Blackwell ◽  
Jonathan M. Davis ◽  
...  
Keyword(s):  
Clinical Research ◽  
New Technologies ◽  
Standardized Assessments ◽  
Translational Study ◽  
Clinical Research Coordinators ◽  
Working Groups ◽  
Competency Based ◽  
Research Workforce ◽  
And Training ◽  
Research Professionals

IntroductionTraining for the clinical research workforce does not sufficiently prepare workers for today’s scientific complexity; deficiencies may be ameliorated with training. The Enhancing Clinical Research Professionals’ Training and Qualifications developed competency standards for principal investigators and clinical research coordinators.MethodsClinical and Translational Science Awards representatives refined competency statements. Working groups developed assessments, identified training, and highlighted gaps.ResultsForty-eight competency statements in 8 domains were developed.ConclusionsTraining is primarily investigator focused with few programs for clinical research coordinators. Lack of training is felt in new technologies and data management. There are no standardized assessments of competence.

scholarly journals Analysis of the Powertrain Component Size of Electrified Vehicles Commercially Available on the Market

2022 ◽  
Vol 24 (1) ◽  
pp. B74-B86
Author(s):  
Ruzimov Sanjarbek ◽  
Jamshid Mavlonov ◽  
Akmal Mukhitdinov
Keyword(s):  
Mass Production ◽  
Combustion Engine ◽  
Research Literature ◽  
Component Size ◽  
Performance Requirements ◽  
Vehicle Data ◽  
Wide Range ◽  
Insight Into ◽  
Real Vehicle ◽  
Electrified Vehicles

The paper aims to present an analysis of the component sizes of commercially available vehicles with electrified powertrains. The paper provides insight into how the powertrain components (an internal combustion engine, an electric motor and a battery) of mass production electrified vehicles are sized. The data of wide range of mass production electrified vehicles are collected and analyzed. Firstly, the main requirements to performance of a vehicle are described. The power values to meet the main performance requirements are calculated and compared to the real vehicle data. Based on the calculated values of the power requirements the minimum sizes of the powertrain components are derived. The paper highlights how the sizing methodologies, described in the research literature, are implemented in sizing the powertrain of the commercially available electrified vehicles.

Gene therapy promises accurate, targeted administration and overcoming drug resistance in diverse cancer cells

2021 ◽  
Author(s):  
Moataz Dowaidar
Keyword(s):  
Gene Therapy ◽  
Drug Resistance ◽  
Nucleic Acid ◽  
Nucleic Acids ◽  
Clinical Research ◽  
Cancer Cells ◽  
Cationic Lipids ◽  
Target Cells ◽  
Genetic Components ◽  
Wide Range

Nucleic acid-based therapeutics such as siRNA and miRNA employ the silencing capabilities of the RNAi mechanism to affect the expression of one gene or several genes in target cells. Nucleic acid-based therapies enable accurate, targeted administration and overcoming drug resistance in diverse cancer cells. Several studies have shown that they can be utilized alongside pharmacological therapy to increase the efficacy of existing therapies. In addition, nucleic acid-based therapies have the potential to widen the spectrum of druggable targets for a range of diseases and emerge as a novel therapeutic technique for treating a number of diseases that are today untreatable. Nucleic acids are dependent on their effective distribution to target cells, which need correct complexation and encapsulation in a delivery mechanism. Although nucleic acids exist in a variety of forms and sizes, their physical and chemical commonality allow them to be loaded into a wide range of delivery vehicles. The primary biomaterials used to encapsulate genetic components were cationic lipids and polymers. Furthermore, the experiments focused particularly on effective transfection in target cells.Recent breakthroughs in NP-based RNA therapeutics have spurred a flood of clinical research, facing many challenges. In vivo, pharmacokinetics of different RNA-based medications must be researched to establish the viability and therapeutic potential of nucleic acid-based therapeutics. The U.S. Food and Drug Administration recently authorized many NP-based gene therapy. In 2019, Novartis authorized Zolgensma (onasemnogene abeparvovec-xioi) to treat spinal muscle atrophy. The first clinical research employing siRNA began in 2004 and is considered a milestone in nucleic acid-based drug development. Thirty clinical investigations have subsequently been completed. In 2018, the US FDA cleared Onpattro (Patisiran, Alnylam Pharmaceuticals) for the treatment of polyneuropathy caused by transthyretin amyloidosis.Several new generations of nucleic acid compositions employing polymer nanoparticles or liposomes are presently undergoing clinical testing. If allowed, the debut of nucleic acid-based treatments would represent a watershed event in immunotherapy. Advances in the design and development of biocompatible nanomaterials would allow us to overcome the above-mentioned problems and so show the potential to deliver nucleic acids in the treatment of a number of illnesses.

scholarly journals Spatial Exclusion, Due Process, and the Civilianization of Punishment in Australia’s Night-time Economy: A Mapping Review of Patron Banning Policy, Practice, and Oversight

2020 ◽  
pp. 105756772093915
Author(s):  
Clare Farmer ◽  
Robyn Clifford
Keyword(s):  
Policy Development ◽  
Due Process ◽  
Research Literature ◽  
Deterrent Effect ◽  
Published Data ◽  
Night Time ◽  
Empirical Examination ◽  
Wide Range ◽  
Mapping Review ◽  
Spatial Exclusion

Jurisdictions across Australia have implemented a range of policies to tackle problems associated with alcohol consumption in and around licensed premises. One key measure, patron banning, has proliferated in various forms. Banning applies spatial restrictions and locational prohibitions upon recipients. It is typically predicated upon a presumed deterrent effect for both recipients and the wider community to reduce alcohol-related disorderly behaviors and to improve public safety. This article documents a mapping review of patron banning mechanisms across Australian jurisdictions, using an analysis of legislation, operational practices, policy documentation and reviews, published data, and research literature. The mapping review then frames an analysis of banning policy. Key conceptual and operational issues are discussed with respect to deterrence and community protection; displacement, diffusion, and isolation of effects; enforcement; due process and legitimacy; and the steady civilianization of punishment. Given the wide range and reach of banning mechanisms, there is an urgent need for specific empirical examination of the use and effect of spatial exclusion and prohibition across Australia’s nighttime economy to inform policy development and refinement, to strengthen the assurance of due process, and to optimize the potential beneficial effects of patron banning.

scholarly journals 2479 Acute care research competencies for clinical research professionals: A practitioner inquiry approach and assessment

2018 ◽  
Vol 2 (S1) ◽  
pp. 51-51
Author(s):  
Jacqueline Knapke ◽  
Brett Kissela ◽  
Lynn Babcock ◽  
Schuckman Stephanie
Keyword(s):  
Clinical Research ◽  
Acute Care ◽  
Task Force ◽  
Care Research ◽  
Joint Task ◽  
Research Competencies ◽  
Joint Task Force ◽  
Trial Competency ◽  
New Hire ◽  
Research Professionals

OBJECTIVES/SPECIFIC AIMS: Acute care research is a unique area of clinical research that demands specialized skills, knowledge, and talents from empathetic professionals working in the field. Building off existing competencies for clinical research professionals, the Cincinnati Acute Care Research Council (ACRC) developed additional areas of competency for professionals working in the acute care research discipline. METHODS/STUDY POPULATION: Qualitative data obtained from job shadowing, clinical observations, and interviews were analyzed to understand the educational needs and desires of the acute care research workforce. We then utilized Bloom’s Taxonomy to build acute care research competencies that are measurable for job performance and build off of foundational clinical research professionals’ domains and competencies developed by the Joint Task Force of Clinical Trial Competency. RESULTS/ANTICIPATED RESULTS: Results suggest 35 special interest competencies for acute care clinical research professionals under 8 common domains set by the Joint Task Force of Clinical Trial Competency. Additionally an approved ACRC tactic, from actionable learnings through community assessments throughout 2017, is the creation of a Task Force made up of acute care research Principal Investigators and Clinical Research Directors to focus on the identified training and professional development obstacles in the clinical research enterprise. DISCUSSION/SIGNIFICANCE OF IMPACT: The competencies developed for acute care research should serve as guidelines for training a workforce prepared for the challenges of conducting research with each acute audience, as its own vulnerable population. These competencies will guide development of a multi-pronged program of professional development that will include new hire onboarding, new hire on-job training, and ongoing on-job training.

scholarly journals Personalizing professionalism: The professional identity experiences of LIS graduates in non-library roles

2017 ◽  
Vol 51 (2) ◽  
pp. 431-439 ◽  
Author(s):  
Melissa Fraser-Arnott
Keyword(s):  
Professional Identity ◽  
Identity Formation ◽  
Information Science ◽  
Professional Associations ◽  
Research Literature ◽  
Potential Conflict ◽  
Work Settings ◽  
Professional Experiences ◽  
Job Opportunities ◽  
Wide Range

This grounded theory project asked: “How do Library and Information Science (LIS) graduates in non-library roles experience professional identity?” This is an important question for current LIS practitioners and students because job opportunities are increasingly available in non-library work settings. There is limited research available on the professional identity experiences of LIS graduates in general and even less available on the professional experiences of LIS graduates in non-library roles. The study produced the theory of Personalizing Professionalism which found that individuals possess two identities which interact with each other throughout one’s career. The first is an internal appraisal of self which represents an individual’s assessment of who they “really” are as a professional. The second is an externally expressed identity, which represents who that individual presents him or herself to be. Interactions with others impact individuals’ internal appraisal of self and externally expressed identity and represent an area of potential conflict. This study contributes to the research literature on professional identity and identity formation and expression. For the LIS community, understanding how these professionals experience professional identity can help practitioners, educators, and professional associations to take advantage of a wide range of employment options.

scholarly journals A Method for Examining the Equating of Psychometric Scales and Tests: An Application Using Dementia Screening Test Batteries

2018 ◽  
Vol 80 (1) ◽  
pp. 199-209
Author(s):  
N. Maritza Dowling ◽  
Tenko Raykov ◽  
George A. Marcoulides
Keyword(s):  
Clinical Research ◽  
Empirical Research ◽  
Screening Test ◽  
Latent Variable ◽  
Necessary Condition ◽  
Measuring Instruments ◽  
Psychometric Scales ◽  
Latent Constructs ◽  
Dementia Screening ◽  
Wide Range

Equating of psychometric scales and tests is frequently required and conducted in educational, behavioral, and clinical research. Construct comparability or equivalence between measuring instruments is a necessary condition for making decisions about linking and equating resulting scores. This article is concerned with a widely applicable method for examining if two scales or tests cannot be equated. A latent variable modeling method is discussed that can be used to evaluate whether the tests or parts thereof measure latent constructs that are distinct from each other. The approach can be routinely used before an equating procedure is undertaken, in order to assess whether equating could be meaningfully carried out to begin with. The procedure is readily applicable in empirical research using popular software. The method is illustrated with data from dementia screening test batteries administered as part of two studies designed to evaluate a wide range of biomarkers throughout the process of normal aging to dementia or Alzheimer’s disease.

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