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Vogel AL, Haynes BM, Hussain SF, Akacem LD, Hodges MG, Duberman JA, Butera G, Faupel‐Badger JM. Areas of strength and opportunities for growth in translational science education and training: Results of a scoping review from the NCATS Education Branch. Clin Transl Sci 2023; 16:1526-1546. [PMID: 37533169 PMCID: PMC10499424 DOI: 10.1111/cts.13570] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/22/2023] [Revised: 05/18/2023] [Accepted: 05/31/2023] [Indexed: 08/04/2023] Open
Abstract
Translational science education and training (E&T) aims to prepare the translational workforce to accelerate progress along the translational pipeline toward solutions that improve human health. In 2020-2021, the National Center for Advancing Translational Sciences (NCATS) Education Branch conducted a scoping review of the E&T literature with this focus. The review used the methodological framework proposed by Arksey and O'Malley. PubMed, Education Resources Information Center (ERIC), and Embase were searched, and forward citations conducted. Screening of titles, abstracts, and full text identified 44 included articles. Data extraction facilitated analysis of E&T content, audiences, modalities, evaluations, and recommendations. The NCATS Translational Science Principles were used to identity described or recommended E&T content. Twenty-nine articles described a translational science E&T opportunity or its evaluation, and another 15 articles offered recommendations for translational science E&T. The most prevalent NCATS Translational Science Principles were boundary-crossing partnerships (77%) and cross-disciplinary team science (75%). Among publications describing E&T opportunities, the most reported modalities were experiential learning (64%) and courses (61%) and the most reported participants were graduate students (68%) and postdoctoral fellows (54%). About half of these articles (n = 15) reported an evaluation, covering a range of proximal to distal outcomes. Recommendations emphasized the value of translational science E&T across training and career stages and the use of varied modalities to reach diverse audiences. This review highlights strengths and opportunities for growth in translational science E&T. Enhancements to content, expansion of participants and modalities, and rigorous evaluations will contribute to building a highly qualified, diverse translational science workforce.
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Affiliation(s)
- Amanda L. Vogel
- Education Branch, Office of Policy Communications and EducationNational Center for Advancing Translational Sciences, National Institutes of HealthBethesdaMarylandUSA
| | - Brittany M. Haynes
- Education Branch, Office of Policy Communications and EducationNational Center for Advancing Translational Sciences, National Institutes of HealthBethesdaMarylandUSA
| | - Shadab F. Hussain
- Education Branch, Office of Policy Communications and EducationNational Center for Advancing Translational Sciences, National Institutes of HealthBethesdaMarylandUSA
| | - Lameese D. Akacem
- Education Branch, Office of Policy Communications and EducationNational Center for Advancing Translational Sciences, National Institutes of HealthBethesdaMarylandUSA
| | - Marcus G. Hodges
- Education Branch, Office of Policy Communications and EducationNational Center for Advancing Translational Sciences, National Institutes of HealthBethesdaMarylandUSA
| | - Josh A. Duberman
- National Institutes of Health Library, Office of Research ServicesNational Institutes of HealthBethesdaMarylandUSA
| | - Gisela Butera
- National Institutes of Health Library, Office of Research ServicesNational Institutes of HealthBethesdaMarylandUSA
| | - Jessica M. Faupel‐Badger
- Education Branch, Office of Policy Communications and EducationNational Center for Advancing Translational Sciences, National Institutes of HealthBethesdaMarylandUSA
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Bell K, Shah SGS, Henderson LR, Kiparoglou V. Translational researchers' training and development needs, preferences, and barriers: A survey in a National Institute for Health Research Biomedical Research Centre in the United Kingdom. Clin Transl Sci 2022; 15:1737-1752. [PMID: 35570378 PMCID: PMC9283734 DOI: 10.1111/cts.13289] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2021] [Revised: 04/12/2022] [Accepted: 04/14/2022] [Indexed: 11/30/2022] Open
Abstract
The objective was to identify translational researchers’ training and development needs, preferences, and barriers to attending training. This cross‐sectional study involved an online questionnaire survey. The research population comprised a convenience sample of translational researchers and support staff (N = 798) affiliated with the National Institute for Health Research Oxford Biomedical Research Centre. The response rate was 24%. Of 189 respondents, 114 were women (60%) and 75 were men (40%). The respondents were mainly research scientists (31%), medical doctors and dentists (17%), and research nurses and midwives (16%). Many of the respondents had attended at least one training course in the last year (68%). Training in statistics and data analysis was the most common training received (20%). Leadership training was the most wanted training (25%). Morning was the most preferred time of training (60%). Half a day was the ideal duration of a training course (41%). The main teaching hospital site was the most preferred location of training (46%). An interactive workshop was the most favored delivery style of training (52%). Most common barriers to attending training were the lack of time (31%), work (21%) and clinical commitments (19%), and family and childcare responsibilities (14%). Some differences in training needs, preferences, and barriers were found by gender and role, though these were not statistically significant. Translational researchers want short, easily accessible, and interactive training sessions during the working day. The training needs, preferences, and barriers to attending training need to be considered while developing inclusive training programs in biomedical research settings.
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Affiliation(s)
- Karen Bell
- National Institute for Health Research Oxford Biomedical Research Centre, Oxford University Hospitals NHS Foundation Trust, John Radcliffe Hospital, Oxford, UK
| | - Syed Ghulam Sarwar Shah
- National Institute for Health Research Oxford Biomedical Research Centre, Oxford University Hospitals NHS Foundation Trust, John Radcliffe Hospital, Oxford, UK.,Radcliffe Department of Medicine, Medical Sciences Division, University of Oxford, John Radcliffe Hospital, Oxford, UK
| | - Lorna R Henderson
- National Institute for Health Research Oxford Biomedical Research Centre, Oxford University Hospitals NHS Foundation Trust, John Radcliffe Hospital, Oxford, UK.,Radcliffe Department of Medicine, Medical Sciences Division, University of Oxford, John Radcliffe Hospital, Oxford, UK
| | - Vasiliki Kiparoglou
- National Institute for Health Research Oxford Biomedical Research Centre, Oxford University Hospitals NHS Foundation Trust, John Radcliffe Hospital, Oxford, UK.,Nuffield Department of Primary Care Health Sciences, University of Oxford, Radcliffe Observatory Quarter, Oxford, UK
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Zumwalt AC, Dominguez I. Integrating the Educators: Outcomes of a Pilot Program to Prime Basic Science Medical Educators for Success in Integrated Curricula. MEDICAL SCIENCE EDUCATOR 2019; 29:637-642. [PMID: 34457526 PMCID: PMC8368855 DOI: 10.1007/s40670-019-00742-0] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
"Integrating the Educators" is a program to prepare early career basic scientists to teach effectively in integrated medical curricula, where connections between basic sciences and clinical application are highlighted and emphasized. Advanced PhD trainees received didactic training in best practices in medical education followed by 3 months shadowing clinician educator mentors. This combination of experiences was designed to contrast the methods, focus, and pace of teaching in the clinical setting compared to the typical basic science classroom. Trainees' knowledge and attitudes shifted to recognize the faster pace and clinical focus necessary in integrated curricula.
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Affiliation(s)
- Ann C. Zumwalt
- Department of Anatomy and Neurobiology, Boston University School of Medicine, 72 E. Concord St, L-1004, Boston, MA 02118 USA
| | - Isabel Dominguez
- Section of Hematology and Medical Oncology, Boston University School of Medicine, 650 Albany St. X-430, Boston, MA 02118 USA
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A matched cohort examination of publication rates among clinical subspecialty fellows enrolled in a translational science training program. J Clin Transl Sci 2019; 2:327-333. [PMID: 30828475 PMCID: PMC6390396 DOI: 10.1017/cts.2018.336] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/19/2022] Open
Abstract
Purpose This study examined the effectiveness of a formal postdoctoral education program designed to teach skills in clinical and translational science, using scholar publication rates as a measure of research productivity. Method Participants included 70 clinical fellows who were admitted to a master’s or certificate training program in clinical and translational science from 1999 to 2015 and 70 matched control peers. The primary outcomes were the number of publications 5 years post-fellowship matriculation and time to publishing 15 peer-reviewed manuscripts post-matriculation. Results Clinical and translational science program graduates published significantly more peer-reviewed manuscripts at 5 years post-matriculation (median 8 vs 5, p=0.041) and had a faster time to publication of 15 peer-reviewed manuscripts (matched hazard ratio = 2.91, p=0.002). Additionally, program graduates’ publications yielded a significantly higher average H-index (11 vs. 7, p=0.013). Conclusion These findings support the effectiveness of formal training programs in clinical and translational science by increasing academic productivity.
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Meina L, Wenya Y, Feng Y, Tao D, Lulu Z. Awareness of and attitudes toward translational medicine among health personnel in hospitals in Shanghai, China. J Int Med Res 2018; 47:438-452. [PMID: 30488749 PMCID: PMC6384456 DOI: 10.1177/0300060518809242] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/05/2022] Open
Abstract
Objective The study aim was to evaluate the knowledge and attitudes of hospital health personnel toward translational medicine. Methods We conducted a cross-sectional survey from July 2013 to September 2013 with a representative sample of 1690 health personnel from 13 large comprehensive or specialized hospitals in Shanghai, China. Results The results showed that awareness of and attitudes toward translational medicine significantly differed by gender, age, highest level of education, profession, and professional rank. Health personnel showed a highly positive attitude toward translational medicine; however, their knowledge of translational medicine was low. Conclusion Effective measures are needed to improve health personnel’s awareness of and attitudes toward translational medicine.
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Affiliation(s)
- Li Meina
- 1 Institute of Military Health Management, CPLA, Faculty of Health Service, Second Military Medical University, Shanghai, China
| | - Yu Wenya
- 1 Institute of Military Health Management, CPLA, Faculty of Health Service, Second Military Medical University, Shanghai, China
| | - Ye Feng
- 1 Institute of Military Health Management, CPLA, Faculty of Health Service, Second Military Medical University, Shanghai, China.,2 No.928th Hospital of PLA, Haikou, Hainan, China
| | - Ding Tao
- 1 Institute of Military Health Management, CPLA, Faculty of Health Service, Second Military Medical University, Shanghai, China
| | - Zhang Lulu
- 1 Institute of Military Health Management, CPLA, Faculty of Health Service, Second Military Medical University, Shanghai, China
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The Strategic Teamwork for Effective Practice Mentor Development Program (STEP-MDP): Expanding capacity for clinical and translational science by investing in research staff. J Clin Transl Sci 2018; 2:173-177. [PMID: 30370070 PMCID: PMC6199553 DOI: 10.1017/cts.2018.28] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2018] [Revised: 04/27/2018] [Accepted: 05/05/2018] [Indexed: 11/06/2022] Open
Abstract
Introduction Research staff are critical to productive translational research teams, yet their professional development is rarely formally addressed. Methods We created Strategic Teamwork for Effective Practice Mentor Development Program (STEP-MDP) to promote skills development and build a community of practice. We ran and evaluated the STEP-MDP for 32 participants, which consisted of workshops focusing on team communication and mentorship/coaching skills. Results We found that STEP-MDP had a long-term positive impact on participants and their teams. Conclusion This program facilitated the professional development of research staff.
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Dagi TF. Commentary. Neurosurgery 2018; 83:E177-E178. [DOI: 10.1093/neuros/nyy352] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/14/2022] Open
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Building Diverse Careers in Clinical and Translational Research: Evaluation of a Certificate Program in Translational Research. J Clin Transl Sci 2018; 2:38-47. [PMID: 30881696 PMCID: PMC6419973 DOI: 10.1017/cts.2018.19] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Introduction The Certificate Program in Translational Research (CPTR) at the Georgia Clinical and Translational Science Alliance provides Ph.D. students, postdoctoral fellows and faculty with didactic, mentored, and experiential training in clinical and translational research. Methods Quantitative evaluation includes tracking trainee competency, publications, grants and careers in clinical and translational research. Qualitative evaluation includes interviews with trainees about program experiences. Results The CPTR provided knowledge and skills in clinical and translational research through coursework, clinical rotations, and collaboration with interdisciplinary scientists. Trainees reported increased confidence in 22 program competencies. Trainees have published more than 290 peer-reviewed articles and received over $4 million in grants from the NIH, over $15 million from the U.S. Department of Defense, and more than $300,000 from foundations. Trainees who completed the program remained in clinical and translational research. Conclusions Programs like the CPTR are needed to train investigators to advance biomedical discoveries into population health.
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Abstract
The translational research paradigm is a process of discovering basic science concepts and applying the knowledge in clinical practice, aiming to improve patient care. The stages involved in the paradigm form a complex network of shared knowledge amongst research collaborators, including patients. This nature of the paradigm allows those involved to work together effectively. However, the translational research paradigm is often overlooked by many scientists, educators, and research institutions. Hence, a large amount of comprehensive and hugely invested research projects fail to make a scientific impact. We aim to outline and describe this paradigm in order to aid in the successful translation of effective research.
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Affiliation(s)
- Paul J Choi
- Clinical Anatomy, Seattle Science Foundation
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Brooks EG, Thornton JM, Ranheim EA, Fabry Z. Incorporation of autopsy case-based learning into PhD graduate education: a novel approach to bridging the "bench-to-bedside" gap. Hum Pathol 2017; 68:1-6. [PMID: 28315694 DOI: 10.1016/j.humpath.2017.03.006] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/30/2016] [Revised: 02/12/2017] [Accepted: 03/02/2017] [Indexed: 11/28/2022]
Abstract
Given the current rapid expansion of biological knowledge and the challenges of translating that knowledge into clinical practice, finding effective methods of teaching graduate students clinical medicine concepts has become even more critical. The utility of autopsy in medical student and resident education has been well established. Multiple studies have reported it to be a helpful means of teaching anatomy, pathophysiology, clinical problem-solving skills, and medical diagnostic techniques. Although various models of training PhD candidates in clinical medicine have been reported, an autopsy-based curriculum has not been previously described. For over 4 years, our pathology department has offered a novel semester-long autopsy-based course to educate future Cellular and Molecular Pathology scientists about clinical medicine. Our results indicate that this "hands-on" approach is a popular as well as effective means of teaching the pathogenesis of disease at the level of the cell, organ, and patient. The course reputation has recently led to requests to open registration to graduate students from other university programs as well as undergraduate students. Additionally, it has played an important role in our Cellular and Molecular Pathology program's recent receipt of a 5-year renewal National Institutes of Health-funded T32 award. Overall, this course model has been successful at our own institution and could provide a useful template for other institutions seeking to provide graduate investigators with in-depth exposure to clinical medicine.
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Affiliation(s)
- Erin G Brooks
- Department of Pathology and Laboratory Medicine, University of Wisconsin Hospital and Clinics, Madison, WI, 53792.
| | - Joanne M Thornton
- Department of Pathology and Laboratory Medicine, University of Wisconsin Hospital and Clinics, Madison, WI, 53792
| | - Erik A Ranheim
- Department of Pathology and Laboratory Medicine, University of Wisconsin Hospital and Clinics, Madison, WI, 53792
| | - Zsuzsanna Fabry
- Department of Pathology and Laboratory Medicine, University of Wisconsin Hospital and Clinics, Madison, WI, 53792
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Durairajanayagam D, Kashou AH, Tatagari S, Vitale J, Cirenza C, Agarwal A. Cleveland Clinic's summer research program in reproductive medicine: an inside look at the class of 2014. MEDICAL EDUCATION ONLINE 2015; 20:29517. [PMID: 26563960 PMCID: PMC4643187 DOI: 10.3402/meo.v20.29517] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/24/2015] [Revised: 10/15/2015] [Accepted: 10/19/2015] [Indexed: 05/31/2023]
Abstract
BACKGROUND The American Center for Reproductive Medicine's summer internship course in reproductive medicine and research at Cleveland Clinic is a rigorous, results-oriented annual program that began in 2008 to train both local and international students in the fundamentals of scientific research and writing. The foremost goal of the program is to encourage premedical and medical students to aspire toward a career as a physician-scientist. The internship provides participants with an opportunity to engage in original bench research and scientific writing while developing theoretical knowledge and soft skills. This study describes selected survey responses from interns who participated in the 2014 internship program. The objective of these surveys was to elicit the interns' perspective on the internship program, its strengths and weaknesses, and to obtain insight into potential areas for improvement. METHODS Questionnaires were structured around the five fundamental aspects of the program: 1) theoretical knowledge, 2) bench research, 3) scientific writing, 4) mentorship, and 5) soft skills. In addition, an exit survey gathered information on factors that attracted the interns to the program, communication with mentors, and overall impression of the research program. RESULTS The opportunity to experience hands-on bench research and scientific writing, personalized mentorship, and the reputation of the institution were appreciated and ranked highly among the interns. Nearly 90% of the interns responded that the program was beneficial and well worth the time and effort invested by both interns and faculty. CONCLUSION The outcomes portrayed in this study will be useful in the implementation of new programs or refinement of existing medical research training programs.
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Affiliation(s)
- Damayanthi Durairajanayagam
- American Center for Reproductive Medicine, Glickman Urological & Kidney Institute, Cleveland Clinic, Cleveland, OH, USA
- Faculty of Medicine, Universiti Teknologi MARA, Selangor, Malaysia
| | - Anthony H Kashou
- American Center for Reproductive Medicine, Glickman Urological & Kidney Institute, Cleveland Clinic, Cleveland, OH, USA
- SUNY Upstate Medical University, Syracuse, NY, USA
| | - Sindhuja Tatagari
- American Center for Reproductive Medicine, Glickman Urological & Kidney Institute, Cleveland Clinic, Cleveland, OH, USA
- Case Western Reserve University, Cleveland, OH, USA
| | - Joseph Vitale
- American Center for Reproductive Medicine, Glickman Urological & Kidney Institute, Cleveland Clinic, Cleveland, OH, USA
- Northeast Ohio Medical University, Rootstown, OH, USA
| | - Caroline Cirenza
- American Center for Reproductive Medicine, Glickman Urological & Kidney Institute, Cleveland Clinic, Cleveland, OH, USA
- Faculty of Medicine, University of São Paulo, São Paulo, Brazil
| | - Ashok Agarwal
- American Center for Reproductive Medicine, Glickman Urological & Kidney Institute, Cleveland Clinic, Cleveland, OH, USA;
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Biondi-Zoccai G, Cerrato E, Peruzzi M, D'Ascenzo F, De Falco E, Chimenti I, Sciarretta S, Marullo AGM, Cavarretta E, Greco E, Benedetto U, Pompilio G, Escaned J, Abbate A, Carpentier A, Chachques JC, Frati G. An International Survey on Taking Up a Career in Cardiovascular Research: Opportunities and Biases toward Would-Be Physician-Scientists. PLoS One 2015; 10:e0131900. [PMID: 26186203 PMCID: PMC4506064 DOI: 10.1371/journal.pone.0131900] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/30/2014] [Accepted: 06/08/2015] [Indexed: 02/05/2023] Open
Abstract
BACKGROUND Cardiovascular research is the main shaper of clinical evidence underpinning decision making, with its cyclic progression of junior researchers to mature faculty members. Despite efforts at improving cardiovascular research training, several unmet needs persist. We aimed to appraise current perceptions on cardiovascular research training with an international survey. METHODS AND RESULTS We administered a 20-closed-question survey to mentors and mentees belonging to different international institutions. A total of 247 (12%) surveys were available (out of 2,000 invitations). Overall, mentees and mentors were reasonably satisfied with the educational and research resources. Significant differences were found analyzing results according to gender, geographic area, training and full-time researcher status. Specifically, women proved significantly less satisfied than men, disclosed access to fewer resources and less support from mentors (all P<0.05). People working in institutions not located in North America or Northern/Central Europe were significantly less satisfied and disclosed much less support (both P<0.05). Those in training reported limited opportunities for collaboration (P = 0.009), and non-full-time researchers disclosed more limited access to tutors and formal grant writing training (both P<0.05). CONCLUSIONS Several potential biases appear to be present in the way training in cardiovascular research is provided worldwide, including one against women. If confirmed, these data require proactive measures to decrease discriminations and improve the cardiovascular research training quality.
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Affiliation(s)
- Giuseppe Biondi-Zoccai
- Department of Medico-Surgical Sciences and Biotechnologies, Sapienza University of Rome, Latina, Italy
- Eleonora Lorillard Spencer Cenci Foundation, Rome, Italy
| | - Enrico Cerrato
- Division of Cardiology, Rivoli Hospital, Rivoli, Italy
- Division of Cardiology, Hospital Clinico San Carlos, Madrid, Spain
| | - Mariangela Peruzzi
- Department of Medico-Surgical Sciences and Biotechnologies, Sapienza University of Rome, Latina, Italy
- * E-mail:
| | - Fabrizio D'Ascenzo
- Division of Cardiology, University of Turin, Città Della Salute e Delle Scienze San Giovanni Battista, Turin, Italy
| | - Elena De Falco
- Department of Medico-Surgical Sciences and Biotechnologies, Sapienza University of Rome, Latina, Italy
| | - Isotta Chimenti
- Department of Medico-Surgical Sciences and Biotechnologies, Sapienza University of Rome, Latina, Italy
| | - Sebastiano Sciarretta
- Department of Medico-Surgical Sciences and Biotechnologies, Sapienza University of Rome, Latina, Italy
- Cardiovascular Research Institute, Department of Cell Biology and Molecular Medicine, Rutgers New Jersey Medical School, Newark, NJ, United States of America
- Department of AngioCardioNeurology, IRCCS Neuromed, Pozzilli, Italy
| | - Antonino G. M. Marullo
- Department of Medico-Surgical Sciences and Biotechnologies, Sapienza University of Rome, Latina, Italy
| | - Elena Cavarretta
- Department of Medico-Surgical Sciences and Biotechnologies, Sapienza University of Rome, Latina, Italy
| | - Ernesto Greco
- Department of Cardiovascular, Respiratory, Nephrological, Anesthesiological, and Geriatric Sciences, Policlinico Umberto I, Sapienza University of Rome, Rome, Italy
| | - Umberto Benedetto
- Oxford Heart Centre, Oxford University Hospital, Oxford, United Kingdom
| | - Giulio Pompilio
- Laboratory of Vascular Biology and Regenerative Medicine, Centro Cardiologico Monzino-IRCCS, Milan, Italy
| | - Javier Escaned
- Division of Cardiology, Hospital Clinico San Carlos, Madrid, Spain
| | - Antonio Abbate
- VCU Pauley Heart Center, Virginia Commonwealth University, Richmond, VA, United States of America
| | - Alain Carpentier
- Laboratory of Biosurgical Research (Alain Carpentier Foundation), Pompidou Hospital, University Paris Descartes, Paris, France
| | - Juan Carlos Chachques
- Laboratory of Biosurgical Research (Alain Carpentier Foundation), Pompidou Hospital, University Paris Descartes, Paris, France
| | - Giacomo Frati
- Department of Medico-Surgical Sciences and Biotechnologies, Sapienza University of Rome, Latina, Italy
- Department of AngioCardioNeurology, IRCCS Neuromed, Pozzilli, Italy
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Loftus PD, Elder CT, D'Ambrosio T, Langell JT. Addressing challenges of training a new generation of clinician-innovators through an interdisciplinary medical technology design program: Bench-to-Bedside. Clin Transl Med 2015; 4:15. [PMID: 25984273 PMCID: PMC4424228 DOI: 10.1186/s40169-015-0056-3] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/02/2015] [Accepted: 03/25/2015] [Indexed: 11/10/2022] Open
Abstract
Graduate medical education has traditionally focused on training future physicians to be outstanding clinicians with basic and clinical science research skills. This focus has resulted in substantial knowledge gains, but a modest return on investment based on direct improvements in clinical care. In today's shifting healthcare landscape, a number of important challenges must be overcome to not only improve the delivery of healthcare, but to prepare future physicians to think outside the box, focus on and create healthcare innovations, and navigate the complex legal, business and regulatory hurdles of bringing innovation to the bedside. We created an interdisciplinary and experiential medical technology design competition to address these challenges and train medical students interested in moving new and innovative clinical solutions to the forefront of medicine. Medical students were partnered with business, law, design and engineering students to form interdisciplinary teams focused on developing solutions to unmet clinical needs. Over the course of six months teams were provided access to clinical and industry mentors, $500 prototyping funds, development facilities, and non-mandatory didactic lectures in ideation, design, intellectual property, FDA regulatory requirements, prototyping, market analysis, business plan development and capital acquisition. After four years of implementation, the program has supported 396 participants, seen the development of 91 novel medical devices, and launched the formation of 24 new companies. From our perspective, medical education programs that develop innovation training programs and shift incentives from purely traditional basic and clinical science research to also include high-risk innovation will see increased student engagement in improving healthcare delivery and an increase in the quality and quantity of innovative solutions to medical problems being brought to market.
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Affiliation(s)
- Patrick D Loftus
- Center for Medical Innovation, University of Utah, 10 North 1900 East, Spencer S. Eccles Health Sciences Library Room 15, Salt Lake City, Utah 84132 USA
| | - Craig T Elder
- Center for Medical Innovation, University of Utah, 10 North 1900 East, Spencer S. Eccles Health Sciences Library Room 15, Salt Lake City, Utah 84132 USA
| | - Troy D'Ambrosio
- Lassonde Entrepreneur Institute, University of Utah, 105 Fort Douglas, Bldg. #604, Salt Lake City, Utah 84113 USA
| | - John T Langell
- Center for Medical Innovation, University of Utah, 10 North 1900 East, Spencer S. Eccles Health Sciences Library Room 15, Salt Lake City, Utah 84132 USA
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Abstract
Integrated, multidisciplinary programs for training physicians and scientists in translational science have become essential in efforts to meet the demand for more effective translation of basic science discoveries into new clinical applications.
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