A distance clinical research training course in Ghana

2020 ◽  
Vol 6 (3) ◽  
pp. 209
Author(s):  
RonaldFrank Maio ◽  
Rockefeller Oteng ◽  
Bernard Arhin ◽  
Jonathan Boakye-Yiadom ◽  
Jason Goldstick ◽  
...  
Keyword(s):  
Clinical Research ◽  
Research Training ◽  
Training Course

scholarly journals The Impact of Mentoring Our Future Leaders: 12 Years of the Astct Clinical Research Training Course

2020 ◽  
Vol 26 (3) ◽  
pp. S204-S205
Author(s):  
Brittany French ◽  
Margaret L. MacMillan ◽  
Navneet S. Majhail ◽  
Christopher Bredeson
Keyword(s):  
Clinical Research ◽  
Research Training ◽  
Training Course ◽  
Future Leaders ◽  
The Impact

MODERN EDUCATIONAL APPROACHES IN THE TRAINING OF EXPERTS FOR MEDIA INDUSTRY

2019 ◽  
pp. 258-261
Author(s):  
I.V. Karpova
Keyword(s):  
Public Relations ◽  
Media Literacy ◽  
Research Training ◽  
Educational Process ◽  
Professional Standards ◽  
Media Content ◽  
Media Industry ◽  
New Paradigm ◽  
Training Course ◽  
Training Research

In the article the question of a new paradigm creating in training students on the course “Advertising and Public Relations”, focused on formation of competences and labour functions presented by professional standards is revealed. Media content as a didactic unit of educational process stipulates the necessity to develop additional abilities, media literacy, in particular. Media literacy is the basis of media competence. The specificity of the training course defines the choice of approaches to training: research training and electronic training.

scholarly journals Primary care doctor fostering and clinical research training in Sweden: Implications for Japan

2018 ◽  
Vol 20 (1) ◽  
pp. 4-8 ◽  
Author(s):  
Takashi Watari ◽  
Masahiro Hirose ◽  
Patrik Midlöv ◽  
Yasuharu Tokuda ◽  
Hideyuki Kanda ◽  
...  
Keyword(s):  
Primary Care ◽  
Clinical Research ◽  
Research Training ◽  
Primary Care Doctor

scholarly journals Teaching Statistics to Physicians using Stata

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.

scholarly journals What happens after participants complete a Union-MSF structured operational research training course?

2014 ◽  
Vol 4 (2) ◽  
pp. 89-95 ◽  
Author(s):  
N. Guillerm ◽  
K. Tayler-Smith ◽  
S. D. Berger ◽  
K. Bissell ◽  
A. M. V. Kumar ◽  
...  
Keyword(s):  
Operational Research ◽  
Research Training ◽  
Training Course

scholarly journals 3143 DIAMOND: A Digital Platform for Workforce Development

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.

scholarly journals Clinical research training of Peruvian neurologists: a baseline assessment

2010 ◽  
Vol 2 (1) ◽  
pp. 6
Author(s):  
Gian Carlos Navarro-Chumbes ◽  
Silvia Margarita Montano-Torres ◽  
Alberto Díaz-Vásquez ◽  
Joseph Raymond Zunt
Keyword(s):  
Clinical Research ◽  
Research Methodology ◽  
Research Training ◽  
Research Capacity ◽  
Capital City ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Additional Training ◽  
Perceived Needs ◽  
Funding Opportunities

In Peru, despite a strong clinical research infrastructure in Lima, and Masters degree programs in epidemiology at three universities, few neurologists participate in clinical research. It was our objective to identify perceived needs and opportunities for increasing clinical research capacity and training opportunities for Peruvian neurologists. We conducted a descriptive, cross-sectional survey of Peruvian neurologists in Lima and Arequipa, Peru. Forty-eight neurologists completed written surveys and oral interviews. All neurologists reported interest in clinical research, but noted that lack of time and financial resources limited their ability to participate. Although most neurologists had received some training in epidemiology and research design as medical students or residents, the majority felt these topics were not adequately covered. Neurologists in Arequipa noted international funding for clinical research was uncommon outside the capital city of Lima. We concluded that clinical research is important to Peruvian neurologists. The three main barriers to increased participation in clinical research identified by neurologists were insufficient training in clinical research methodology, meager funding opportunities, and lack of dedicated time to participate in clinical research. Distance learning holds promise as a method for providing additional training in clinical research methodology, especially for neurologists who may have difficulty traveling to larger cities for additional training.

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