scholarly journals Evaluation of a Transdisciplinary Cancer Research Training Program for Under-Represented Minority Students

10.28945/4343 ◽  
2019 ◽  
Keyword(s):  
Minority Students ◽  
Iterative Process ◽  
Training Programs ◽  
Research Training ◽  
Transdisciplinary Research ◽  
Data Sources ◽  
Cancer Center ◽  
Initial Development ◽  
Research Education ◽  
Training Activities

Aim/Purpose: This paper will describe the initial development of systems to evaluate research education activities of a U.S. academic Partnership to train minority students as cancer researchers and provide preliminary data from monitoring Partnership activities during the first six months. Background: There is increased focus on multidisciplinary/transdisciplinary research training programs. However, few training programs have included detailed evaluations to assess their outcomes and effectiveness. Methods: The Temple University/Fox Chase Cancer Center and Hunter College Regional Comprehensive Cancer Health Disparity Partnership (TUFCCC/HC Cancer Partnership, or the Partnership) is a recently-initiated center focused on training individuals from under-represented minorities (URMs) as cancer researchers. Evaluation of the training activities involves detailed specification of goals for each of the Partnership’s Cores; objectives for addressing each goal; measures and indicators to determine progress towards each objective; and data sources to provide information for the measures/indicators. Contribution: This paper will provide important information for evaluation of training programs focused on students from URM populations and development of transdisciplinary research education programs. Findings: Goals, objectives, measures, and data sources for evaluation of the Partnership’s Research Education Core (REC) were developed jointly by personnel from the REC and the Planning Evaluation Core (PEC) in an iterative process. These measures capture the training activities led by the REC (e.g., number of seminars and workshops), scientific output by trainees (e.g., papers and grants), and ability of the program to meet trainees’ goals and expectations. Recommendations for Practitioners and Researchers: Evaluation plans for transdisciplinary training programs need to be developed prior to program initiation. Evaluation measures should be jointly specified by training and evaluation personnel, then reviewed and revised in an iterative process. Impact on Society: This program is intended to enhance diversity among cancer researchers and increase studies to address disparities in cancer care. Future Research: The PEC will oversee the evaluation of Partnership training activities over the five year period and assist Partnership leaders in ensuring successful outcomes.

A priority educational program at Princess Margaret Cancer Centre.

2017 ◽  
Vol 35 (8_suppl) ◽  
pp. 189-189
Author(s):  
Jasmine Grant ◽  
Susanna Sellmann ◽  
Julie Gundry ◽  
Pamela Degendorfer
Keyword(s):  
Quality Assurance ◽  
Clinical Research ◽  
Research Training ◽  
Group Discussion ◽  
Research Unit ◽  
Learning Needs ◽  
Research Staff ◽  
Research Education ◽  
Course Content ◽  
Training Activities

189 Background: The clinical research environment is consistently evolving with new methodology, complexity and regulatory stringency. With this evolution, the need for a well-educated clinical research team is critical. There are approximately 300 clinical research staff at Princess Margaret, 100 Principal investigators. The Cancer Clinical Research Unit (CCRU) is a support department within the Princess Margaret Cancer Program and provides two dedicated staff to implement and facilitate clinical research education across the program. Methods: CCRU Education currently offers 50 unique education sessions with an average of 45 sessions per quarter. Starting in 2010, 9275 attendees have attended 892 CCRU in-class sessions. Since 2015, 224 sessions have been attended by 25 sites through teleconference. The CCRU has implemented an “Orientation Pathway” for new clinical research staff to provide clear guidance on mandatory research training activities, as well as role and task-specific training activities. In 2016, CCRU has included more workshop-style courses, providing scenario-based learning models. The CCRU uses a blend of online, in-class, and case-based learning sessions to promote critical thinking and stimulate vibrant group discussion. Interactive sessions and evaluation ensure learning needs are met. Results: Since implementing the interactive sessions, and the Orientation Pathways, the CCRU Quality Assurance department has seen a reduction of insufficient documentation findings. To measure this, the total number of Quality Assurance Review (QAR) findings on insufficient and/or incomplete documentation of the consent process was averaged and compared in 2014 and 2015 and a 25% decrease was noted. In addition, staff feedback is regularly collected through an online methods and is reviewed by the CCRU Quality-Education committee for training quality improvement. Conclusions: Positive staff feedback and a reduction of QAR findings has encouraged CCRU Education to continue creating workshop-based training sessions that are interactive, timely and effective. Efforts will continue to include CCRU-QA findings in the development of new course content to ensure staff are well trained and overall quality continues to improve.

Weathering the storm: Stem training programs buffer minority students from the negative outcomes, but not the experience, of stereotype threat

2014 ◽  
Author(s):  
Paul R. Hernandez ◽  
Anna Woodcock ◽  
Mica Estrada ◽  
Maria Aguilar ◽  
Britt'ny Gonzales ◽  
...  
Keyword(s):  
Stereotype Threat ◽  
Minority Students ◽  
Training Programs ◽  
Negative Outcomes

scholarly journals Implementation research training for learners in low- and middle-income countries: Evaluating behavior change after participating in a massive online open course

2020 ◽  
Author(s):  
Pascal Launois ◽  
Dermot Maher ◽  
Edith Certain ◽  
Bella Ross ◽  
Michael J. Penkunas
Keyword(s):  
Professional Practice ◽  
Implementation Research ◽  
Online Survey ◽  
Training Programs ◽  
Research Training ◽  
Critical Role ◽  
World Health ◽  
Middle Income ◽  
Middle Income Countries ◽  
Low And Middle Income

Abstract Background Implementation research (IR) can play a critical role in the delivery of disease control interventions, particularly in low- and middle-income countries (LMICs). The growing demand for IR training has led to the development of a range of training programs and university courses, the majority of which can not be accessed by learners in LMICs. This article reports on the evaluation of a massive open online course (MOOC) developed by the Special Programme for Research and Training in Tropical Diseases hosted by the World Health Organization on the topic of IR with a focus on infectious diseases of poverty. This study followed Kirkpatrick’s Model to evaluate training programs with a specific focus on post-training changes in behavior. Methods MOOC participants were invited to take part in an anonymous online survey examining their IR knowledge and how they applied it in their professional practice approximately 1-1.5 years after completing the MOOC. The survey contained 43 open-ended, multiple choice and Likert-type questions. Descriptive statistics were calculated for the quantitative data and responses to the open-ended questions were thematically coded. Results A total of 748 MOOC participants responded to the survey. The demographic profile of the survey respondents aligned with that of the MOOC participants, with nearly 70% of respondents originating from Africa. Responses to the quantitative and open-ended survey questions revealed that respondents’ IR knowledge had improved to a large extent as a result of the MOOC, and that they used the knowledge and skills gained in their professional lives frequently. Respondents most often cited changes in their conceptual understanding of IR and understanding of the research process as substantial areas of change influenced by participating in the MOOC. Conclusions These findings indicate that the MOOC was successful in targeting learners from LMICs, in strengthening their IR knowledge and in contributing to their ability to apply it in their professional practice. The utility of MOOCs for providing IR training to learners in LMICs, where implementation challenges are encountered often, makes this platform an ideal standalone learning tool or one that could be combined with other training formats.

scholarly journals Dialogue and transformation: embracing sexual diversity in the educational context

2011 ◽  
pp. 103-122 ◽  
Author(s):  
Murilo dos Santos Moscheta ◽  
Sheila McNamee ◽  
Jucely Cardoso dos Santos
Keyword(s):  
Training Program ◽  
Training Programs ◽  
Social Constructionist ◽  
Sexual Education ◽  
Educational Context ◽  
Sexual Diversity ◽  
Educational Alternatives ◽  
Training Activities ◽  
Education In Brazil

Although recent policies in education in Brazil have included sexuality as an important theme to be discussed in the classroom, it still has not effectively created an educational context where sexuality can be discussed in a positive, non-discriminatory and culturally/historically sensitive way. This article aims at contributing to the development of training programs for sexual educators, specifically for those who are concerned with the inclusion of non-normative sexualities in the educational context. Drawing on social constructionist ideas, we have delineated a model for a training program for sexual educators in which two themes - relational engagement and focus on the process - set the context for a transformation in education. First, we offer a brief review of sexual education in Brazil. Next, we introduce the notion of "intelligibility communities" and "dialogue," as useful concepts for exploring educational alternatives. These two concepts allow us to discuss how values are generated and how they play into our accounts about what we consider to be real and good. Finally, inspired by one of our training programs, we illustrate some ways in which these theoretical resources can be used in training activities.

Advisory Committees in Biomedical Research and Training

2017 ◽  
pp. 68-88
Author(s):  
Argentina Ornelas
Keyword(s):  
Graduate Education ◽  
Workforce Development ◽  
Biomedical Research ◽  
Research Training ◽  
Education And Training ◽  
Educational Training ◽  
Advisory Committees ◽  
Research Education ◽  
Research Workforce ◽  
And Training

Biomedical Research Training falls under the umbrella of Graduate Education at higher education institutions. The extent that advisory committees play in such training is not well documented, as these change from institution to institution. The National Institutes of Health (NIH), the guiding federal agency that provides the bulk of financial support to biomedical research institutions, provides input in training and workforce development based on the research of their internal advisory committees. Discussed is the background of advisory committees in guiding graduate education and the roles of advisory committees in biomedical research education and training. Discussed are the roles of advisory committees at various levels of biomedical research education and training, from funding agencies (NIH), to advisory committees guiding training programs and delivering trainee advice at individual institutions. Discussion of the challenges in establishing advisory committees to develop a productive biomedical research workforce will ensue, as we shift from educational training to workforce development.

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