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Hendriks B, Reinhart M. What are the chances? Clinician scientist` career pathways in Germany. BMC Med Educ 2023; 23:642. [PMID: 37679714 PMCID: PMC10486072 DOI: 10.1186/s12909-023-04584-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Accepted: 08/11/2023] [Indexed: 09/09/2023]
Abstract
BACKGROUND Germany faces a lack of clinician scientists. This problem is widely acknowledged, not just in Germany, as clinician scientists are crucial for medical translation and innovation: trained in medical practice and research they are capable of translating scientific problems into clinical application and vice versa, clinical problems into research. The implementation of nationwide clinician scientist programs (CSPs) in Germany is supposed to solve the lack of trained clinician scientists and, as consequence, to improve the translational relationship between biomedical research and clinical practice. Against the backdrop of an increasing number of CSPs, our study provides early insights into their effectiveness with a focus on what it means to become a clinician scientist and to establish a subsequent career path as a clinician scientist in Germany. METHODS During a research project that was conducted from 2020 to 2023 and funded by the German Federal Ministry of Education and Research, we studied thirteen CSPs. We developed a qualitative questionnaire and interviewed 36 clinician scientists in training, their program supervisors, as well as policy stakeholders. The goal of the interviews was to identify the key obstacles in establishing a career path for clinician scientists in Germany. RESULTS We found three types of challenges for establishing and ensuring long term career paths for clinician scientists: First, local working conditions need to allow for clinician scientists to create and perform tasks that combine research, teaching, patient care and translation synergistically. Protection from the urgency of patient care and from metrics-based performance measures both in the clinic and in research seem key here. Second, a stable career path requires new target positions besides clinic management and senior residency. Third, there is a need for cultural change within university medicine that recognizes and rewards new translation-focused practices. CONCLUSION We find that CSPs improve working conditions for the duration of the program and provide protected time for doing research. After the programs, however, the career paths remain unstable, mainly due to a lack of target positions for clinician scientists. CSPs support the initial development of the clinician scientist' role, but not in a sustainable way, because the separation of research and patient care is stabilized on an institutional and systemic level. The tasks clinician scientists perform in research remain separate from patient care and teaching, thus, limiting their translational potential. In order to remain a clinician scientist within this differentiated system of university medicine, clinician scientists have to do a significant amount of extra work.
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Affiliation(s)
- Barbara Hendriks
- Robert K. Merton Center for Science Studies (RMZ) at Humboldt-Universität zu Berlin, Berlin, Germany.
| | - Martin Reinhart
- Robert K. Merton Center for Science Studies (RMZ) at Humboldt-Universität zu Berlin, Berlin, Germany
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Blackard JT, Knapke JM, Schuckman S, Veevers J, Hardie WD, Ryan PH. Introducing trainees to research using an online, asynchronous course. J Clin Transl Sci 2023; 7:e155. [PMID: 37528939 PMCID: PMC10388436 DOI: 10.1017/cts.2023.579] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/22/2023] [Revised: 06/05/2023] [Accepted: 06/22/2023] [Indexed: 08/03/2023] Open
Abstract
Introduction Research is an important aspect of many students' training. However, formal research training is rarely included in curricula. Thus, we developed an online, asynchronous series of modules to introduce trainees to multiple topics that are relevant to the conduct of research. Methods Research 101 was utilized by first-year medical students and undergraduate students conducting mentored research projects. Students' knowledge, confidence, and satisfaction were assessed using pre- and post-module surveys with five-point Likert scaled questions, open-ended text responses, and a final quiz. Results Pre-module survey results showed that learners felt most confident with the Conducting a literature search and Race and racism in medicine modules and least confident with the Submitting an Institutional Review Board protocol at UC module. Post-module survey responses were significantly increased compared to pre-module results for all modules and questions (p < 0.0001). The response to "The content of this module met my needs" was endorsed across all modules (84.9% "yes" responses). A final quiz of 25 multiple-choice questions was completed by 92 participants who received a median score of 21. Content analysis of open-ended post-module survey responses identified several strengths and opportunities for improvement in course content and instructional methods. Conclusions These data demonstrate that significant learning resulted from completion of Research 101, as post-module survey scores were significantly higher than pre-module survey scores for all modules and questions. Final quiz scores were positive but also highlighted opportunity for additional trainee learning and will guide evolution of future modules.
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Affiliation(s)
- Jason T. Blackard
- Division of Digestive Diseases, Department of Internal Medicine, University of Cincinnati College of Medicine, Cincinnati, OH, USA
- Center for Clinical and Translational Science and Training, University of Cincinnati, Cincinnati, OH, USA
| | - Jacqueline M. Knapke
- Center for Clinical and Translational Science and Training, University of Cincinnati, Cincinnati, OH, USA
- Department of Family and Community Medicine, University of Cincinnati College of Medicine, Cincinnati, OH, USA
| | - Stephanie Schuckman
- Center for Clinical and Translational Science and Training, University of Cincinnati, Cincinnati, OH, USA
| | - Jennifer Veevers
- Center for Clinical and Translational Science and Training, University of Cincinnati, Cincinnati, OH, USA
| | - William D. Hardie
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA
| | - Patrick H. Ryan
- Center for Clinical and Translational Science and Training, University of Cincinnati, Cincinnati, OH, USA
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA
- Division of Biostatistics and Epidemiology, Cincinnati Children’s Hospital, Cincinnati, OH, USA
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Pritzl SL, Lang LM, Osman F, Parkes A. Standardizing Research Training: a Pilot Curriculum Within a Hematology/Oncology Fellowship Program. J Cancer Educ 2023; 38:713-717. [PMID: 35614174 DOI: 10.1007/s13187-022-02181-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/15/2022] [Indexed: 05/20/2023]
Abstract
While scholarly activity is recognized as critical in cancer education, there is an outstanding need for methods to define research learning competencies and tools for formal research productivity and competency assessment. We piloted and studied a novel educational initiative within the University of Wisconsin Hematology/Oncology fellowship program, establishing a professional learning community (PLC) of research mentors and developing a formative evaluation tool, a research portfolio. We developed a PLC engaged in reflective conversations about intended learning outcomes and effective instructional strategies. Subsequently, a research portfolio was piloted with four first-year Hematology/Oncology fellows at the start of the 2020 academic year in which trainees document, critically evaluate, and reflect upon the knowledge, skills, confidence, and productivity acquired during research training. We employed surveys to evaluate the initiative. Seven Hematology/Oncology fellows (7/12, 58%) completed pre-intervention and six-month interim evaluation surveys, with 43% (3/7) identifying an increased confidence in quality of research training strategies following the pilot initiation. All four first-year fellows that piloted the research portfolio (4/4, 100%) completed interim evaluation surveys that demonstrated benefits of the research portfolio including self-reflection and goal setting. Research portfolio scoring correlated with other markers of academic success, suggesting its potential to predict research success. Our data suggest that bringing together a community of research mentors to generate shared learning goals and develop the framework for a formative evaluation portfolio may meet critical needs research training needs in cancer education. Given promising results, we aim to create a new educational tool for research training.
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Affiliation(s)
- Stephanie L Pritzl
- Department of Medicine, Division of Hematology, Medical Oncology, and Palliative Care, University of Wisconsin-Madison School of Medicine and Public Health, Madison, WI, USA.
| | - Laura M Lang
- Department of Educational Leadership and Policy Analysis, University of Wisconsin, Madison, WI, USA
| | - Fauzia Osman
- Department of Medicine, Division of Hematology, Medical Oncology, and Palliative Care, University of Wisconsin-Madison School of Medicine and Public Health, Madison, WI, USA
| | - Amanda Parkes
- Department of Medicine, Division of Hematology, Medical Oncology, and Palliative Care, University of Wisconsin-Madison School of Medicine and Public Health, Madison, WI, USA
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Wolff JL, Peereboom D, Hay N, Polsky D, Ornstein KA, Boyd CM, Samus QM. Advancing the Research-to-Policy and Practice Pipeline in Aging and Dementia Care. Public Policy Aging Rep 2023; 33:22-28. [PMID: 36873958 PMCID: PMC9976701 DOI: 10.1093/ppar/prac037] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Indexed: 06/18/2023]
Affiliation(s)
- Jennifer L Wolff
- Department of Health Policy and Management, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland, USA
| | - Danielle Peereboom
- Department of Health Policy and Management, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland, USA
| | - Nadia Hay
- Department of Health Policy and Management, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland, USA
| | - Daniel Polsky
- Department of Health Policy and Management, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland, USA
| | - Katherine A Ornstein
- Center for Equity in Aging, Johns Hopkins School of Nursing, Baltimore, Maryland, USA
| | - Cynthia M Boyd
- Division of Geriatric Medicine and Gerontology, Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
| | - Quincy M Samus
- Department of Psychiatry and Behavioral Sciences, Johns Hopkins University School of Medicine, Baltimore, Maryland, USA
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Qin R, Salter SM, Clifford R, Skull S, Lee K. Can Research Training be Improved in Health Professional Student Curricula? A Qualitative Descriptive Study of Health Students' Experiences with an Integrated Research Training Platform. Med Sci Educ 2023; 33:49-62. [PMID: 36467743 PMCID: PMC9702650 DOI: 10.1007/s40670-022-01690-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/07/2022] [Indexed: 06/17/2023]
Abstract
INTRODUCTION Project-based learning is currently the status quo for research training for health professional students; however, it alone is not sufficient for holistic development of research skills. One promising style of intervention that can complement project-based research training is a centralised hub of e-learning resources. Therefore, we explored the perception of health professionals in tertiary education, towards the E-learning hub named 'Health and Medical Sciences Research Modules'. Specifically, we explored (1) the role the Modules can play in supporting students in their research training courses, (2) the perception of the selection of topics and content quality and (3) student engagement with content. METHODS Semi-structured interviews were conducted via the online platform Zoom for University of Western Australia 3rd- and 4th-year Dental doctoral students, and 2nd-year Master of Pharmacy students. Interview transcripts were analysed using the framework method, to identify manifest and latent level themes. RESULTS Eleven participants completed the interview, including five dentistry and six pharmacy students. The analysis yielded numerous manifest level themes including selection and depth of topics, and four latent level themes: content volume and balance, relevance of content to project, alignment and sequencing, and interactivity. DISCUSSION The present study suggests the Modules content and the online platform were well received as a complementary intervention to project-based learning. However, issues such as content oversaturation emerged as topics which can be addressed to improve the learning experience. These topics should be considered when considering further implementation of e-learning hubs to complement project-based learning, across Australia and worldwide.
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Affiliation(s)
- Ruolin Qin
- School of Medicine, The University of Western Australia, 35 Stirling Highway, Crawley, Perth, WA Australia
| | - Sandra M. Salter
- Division of Pharmacy, School of Allied Health, The University of Western Australia, Perth, WA Australia
| | - Rhonda Clifford
- School of Allied Health, The University of Western Australia, Perth, WA Australia
| | - Sue Skull
- School of Medicine, The University of Western Australia, 35 Stirling Highway, Crawley, Perth, WA Australia
- Head Research Education Program, Dept of Research and Consultant Paediatrician, Child and Adolescent Health Service, Perth, WA Australia
| | - Kenneth Lee
- Division of Pharmacy, School of Allied Health, The University of Western Australia, Perth, WA Australia
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Collins C, Dolata J, Pike E, Sehgal A. Increasing research capacity in community organizations: Findings from the Community Research Scholars Initiative. Eval Program Plann 2023; 96:102189. [PMID: 36436308 PMCID: PMC9801679 DOI: 10.1016/j.evalprogplan.2022.102189] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/30/2021] [Revised: 07/31/2022] [Accepted: 11/20/2022] [Indexed: 06/16/2023]
Abstract
Increasing research capacity in community-based organizations (CBOs) can equip the organizations to be more equal partners in academic/community partnerships and can help them be more accountable to their clients and funders. In this study, we report on findings from four years of data collected from the Community Research Scholars Initiative (CRSI) in Cleveland, Ohio. CRSI provided intensive research training over two years to two cohorts (N = 9) of frontline workers ("Scholars") from CBOs focused on health disparities. Scholars completed one year of didactic training and one year of mentoring to complete a research project based at their organization. Findings from surveys, focus groups with Scholars, and supervisor interviews indicated changes in Scholars' knowledge, confidence, and comfort with research concepts and skills. Scholars also demonstrated greater confidence in interacting with academic researchers, enhanced networks and career opportunities, and increased capacity for conducting community-based research. Scholar and organization engagement with community-based research was maintained after the program's end through a community-based research network (CBRN). Findings suggest that the intensive training program for community members with a broad curriculum, mentoring, and strong support helped changed how CBOs think about data and research and demonstrate the impact of their work.
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Affiliation(s)
- Cyleste Collins
- School of Social Work, Cleveland State University, Cleveland, OH, USA.
| | - Jacqueline Dolata
- Case Center for Reducing Health Disparities, Case Western Reserve University, Cleveland, OH, USA
| | - Earl Pike
- Case Center for Reducing Health Disparities, Case Western Reserve University, Cleveland, OH, USA
| | - Ashwini Sehgal
- Case Center for Reducing Health Disparities, Case Western Reserve University, Cleveland, OH, USA
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A Blueprint for Involvement: Reflections of lived experience co-researchers and academic researchers on working collaboratively. Res Involv Engagem 2022; 8:68. [PMID: 36471372 PMCID: PMC9724262 DOI: 10.1186/s40900-022-00404-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/21/2022] [Accepted: 11/18/2022] [Indexed: 05/10/2023]
Abstract
Patient and public involvement in health research is important to ensure that research remains relevant to the patient groups it intends to benefit. The UK NIHR funded Blueprint study aimed to develop a 'model' of effective service design for children and young people with common mental health problems. To ensure Blueprint's findings were rooted in lived experience and informed by different perspectives, six young adults with lived experience of mental health issues were recruited, trained and employed as co-researchers to work alongside academic researchers . Blueprint collaborated with a third sector partner (McPin) to recruit, employ and mentor the co-researchers and deliver a bespoke training and mentoring package to support their development. Since Blueprint's scheduled work plan was significantly impacted by the Covid-19 pandemic, planned co-researcher activities had to be adapted to accommodate distance learning and remote fieldwork and analysis. Blueprint's co-researchers, academic researchers and a representative of McPin collaboratively used a process of reflexivity and thematic analysis to capture Blueprint's involvement journey. We identified numerous benefits but also challenges to involvement, some of which were exacerbated by the pandemic. Navigating and overcoming these challenges also allowed us to collectively identify key guidelines for involvement for the wider research community which focus on enabling access to involvement, supporting co-researchers and optimising involvement for the benefit of co-researchers and research teams. This paper presents an overview of the Blueprint involvement journey from co-researcher, academic researcher and McPin perspectives, sharing our learning from the recruitment, training, fieldwork and analysis phases in order to inform the knowledge base on lived experience involvement and provide guidance to other researchers who seek to emulate this approach.
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Glowacki J. The Role of Research Experiences in the Training of Oral and Maxillofacial Surgeons. Oral Maxillofac Surg Clin North Am 2022; 34:577-583. [PMID: 36224074 DOI: 10.1016/j.coms.2022.03.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/31/2022]
Abstract
The importance of active adult learning methods and critical thinking skills is appreciated in dental and OMFS residency training. Known barriers to research are finding time in the curriculum and funding needed for research experiences. These barriers have inspired many institutions to design programs to provide research opportunities, but they can be expensive and of minimal interest to those not planning academic careers. During OMFS residency training, the primary emphasis is on mastery of all aspects of surgical care. Strong partnerships between PhD researchers and OMFS clinical investigators, formed to advance the field, can also have an impact on trainees' involvement in research and their understanding of rigorous evidence-based principles of clinical care.
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Affiliation(s)
- Julie Glowacki
- Department of Orthopedic Surgery, Brigham and Women's Hospital, Harvard Medical School, Harvard School of Dental Medicine, 75 Francis Street, Boston, MA 02115, USA.
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Flenady T, Dwyer T, Kahl J, Sobolewska A, Reid-Searl K, Signal T. Research Ready Grant Program (RRGP) protocol: a model for collaborative multidisciplinary practice-research partnerships. Health Res Policy Syst 2022; 20:62. [PMID: 35698128 PMCID: PMC9195363 DOI: 10.1186/s12961-022-00870-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2022] [Accepted: 05/18/2022] [Indexed: 11/25/2022] Open
Abstract
Background Little attention has been given to the process of implementing or evaluating a structured academic–clinician (university–health service) research capacity-building (RCB) model within healthcare settings. We have developed a model for collaborative multidisciplinary practice–research partnerships called the Research Ready Grant Program (RRGP). The RRGP is informed by Cooke’s (BMC Fam Pract 6:44, 2005) RCB framework and principles. The aim of the study outlined in this protocol is to conduct a process and outcome evaluation of the programme. We will explore how the RRGP's structured mentor model contributes to RCB of clinician-led multidisciplinary research teams. We will identify key factors at the organization, team and individual levels that affect research capacity of health professionals working in one regional health service district. This protocol describes the RRGP design and outlines the methods we will employ to evaluate an RCB programme, the RRGP, delivered in a regional health service in Australia. Methods The study will adopt an exploratory concurrent mixed-methods approach designed to evaluate the process of implementing an RCB model across one regional hospital and health service. Both quantitative and qualitative data collection methods over a 12-month period will be implemented. Data triangulation will be applied to capture the complex issues associated with implementing collaborative multidisciplinary practice–research partnerships. Discussion The RRGP is an innovative RCB model for clinicians in their workplace. It is expected that the programme will facilitate a culture of collaborative multidisciplinary research and strengthen hospital–university partnerships.
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Affiliation(s)
- Tracy Flenady
- School of Nursing and Midwifery, Central Queensland University, Building 18, Bruce Highway, Rockhampton, 4702, Australia.
| | - Trudy Dwyer
- School of Nursing and Midwifery, Central Queensland University, Building 18, Bruce Highway, Rockhampton, 4702, Australia
| | - Julie Kahl
- Central Queensland Hospital and Health Services, Canning Street, Rockhampton, 4701, Australia
| | - Agnieszka Sobolewska
- School of Nursing and Midwifery, Central Queensland University, Building 18, Bruce Highway, Rockhampton, 4702, Australia
| | - Kerry Reid-Searl
- School of Nursing and Midwifery, Central Queensland University, Building 18, Bruce Highway, Rockhampton, 4702, Australia
| | - Tania Signal
- School of Health, Medical and Applied Sciences, Central Queensland University, Building 6, Bruce Highway, Rockhampton, 4701, Australia
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Jones JL, Barth KS, Brown DG, Halliday CA, Brady KT, Book SW, Bristol EJ, Back SE. The Drug Abuse Research Training (DART) Program for Psychiatry Residents and Summer Fellows: 15-Year Outcomes. Acad Psychiatry 2022; 46:317-324. [PMID: 35113391 PMCID: PMC9232963 DOI: 10.1007/s40596-022-01593-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/03/2020] [Accepted: 01/11/2022] [Indexed: 06/01/2023]
Abstract
OBJECTIVE To increase the number of physician-scientists in research, the Drug Abuse Research Training (DART) program at the Medical University of South Carolina offers a 2-year research track for psychiatry residents and a 10-week summer fellowship for students. The goal of this study was to examine program outcomes and alumni diversity levels over DART's 15-year history. METHODS To date, 215 trainees (44 residents, 171 summer fellows) have completed the program. An anonymous online survey was sent to the 143 program alumni with valid contact information. Survey data included demographic characteristics, post-program research involvement, and self-reported barriers to continued research engagement. RESULTS Overall survey completion response was 83.5% (N = 122). The alumni included 59.0% women, and 36.1% of respondents identified as a member of a minority racial/ethnic group. Following program completion, 77.0% of the alumni reported continued research involvement. More than half of the alumni reported scientific publications (57.4%) and conference presentations (63.1%) since completing DART. Among respondents who did not subsequently engage in research, the most common modifiable barriers included difficulty finding a mentor, self-perceived deficits in statistical skills and research methodology, and overall lack of confidence in research ability. CONCLUSIONS Over the past 15 years, the DART program has established a diverse research training program that now spans the educational spectrum from undergraduate to residency training. Future program goals include additional training to address self-reported modifiable research barriers. This program provides a model for other training programs designed to cultivate research interests and promote the diversity of clinical researchers.
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Affiliation(s)
| | - Kelly S Barth
- Medical University of South Carolina, Charleston, SC, USA
| | - Delisa G Brown
- Medical University of South Carolina, Charleston, SC, USA
| | | | | | - Sarah W Book
- Medical University of South Carolina, Charleston, SC, USA
| | | | - Sudie E Back
- Medical University of South Carolina, Charleston, SC, USA
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Mikhail A, Connor AA, Ahmed N. Impact of Research Training on Performance in General Surgery Residency. J Surg Educ 2022; 79:342-348. [PMID: 34824045 DOI: 10.1016/j.jsurg.2021.10.006] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2021] [Revised: 09/07/2021] [Accepted: 10/14/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION It is common for North American surgical trainees to interrupt clinical training to complete 2 or more years of research training. The impact of this practice on surgical aptitudes is unknown. The University of Toronto has large general surgery and surgeon scientist training programs. We compared the examination scores of general surgery residents in continuous clinical training with those of residents whose training was interrupted by research. METHODS We collected anonymized scores obtained at written and oral annual in-training examinations by general surgery residents at the University of Toronto from 2011 to 2016, inclusive. The written exam assessed knowledge, while the oral exam assessed judgment. Residents were dichotomized into continuous versus non-continuous clinical training streams. We compared performance prior to, during, and following divergence for research training both within and between the 2 groups. RESULTS At the junior resident level, future enrollment in research training was associated with higher examination performance (Pwritten = .003). Annual scores plateaued during research training, while scores of residents who continued in continuous clinical training improved year over year (Pwritten = .009). Non-continuous stream resident exam scores remained stagnant after 1 year then improved in the second year after return to clinical training (Pwritten = .00007). Scores obtained in the final year of residency training did not significantly differ between residents who underwent continuous versus non-continuous clinical training. Results from written and oral exams trended concordantly. CONCLUSIONS We demonstrate that interruption of clinical training for 2 or more years of research is associated with a stagnation of performance on annual in-training examinations assessing both knowledge and judgment. This phenomenon is followed by an eventual catching-up after at least 2 years return to full-time clinical training. This may inform residency program curriculum design.
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Affiliation(s)
| | - Ashton A Connor
- Department of Surgery, Houston Methodist Hospital, Houston, USA
| | - Najma Ahmed
- University of Toronto, Toronto, Ontario, Canada; St. Michael's Hospital, Toronto, Ontario, Canada.
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Cassell HM, Rose ES, Moon TD, Bello-Manga H, Aliyu MH, Mutale W. Strengthening research capacity through an intensive training program for biomedical investigators from low- and middle-income countries: the Vanderbilt Institute for Research Development and Ethics (VIRDE). BMC Med Educ 2022; 22:97. [PMID: 35164739 PMCID: PMC8842898 DOI: 10.1186/s12909-022-03162-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/08/2021] [Accepted: 02/03/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND Capacity strengthening initiatives aimed at increasing research knowledge and skills of investigators in low- and middle-income countries (LMICs) have been implemented over the last several decades. With increased capacity, local investigators will have greater leadership in defining research priorities and impact policy change to help improve health outcomes. Evaluations of models of capacity strengthening programs are often limited to short-term impact. Noting the limitations of traditional output-based evaluations, we utilized a broader framework to evaluate the long-term impact of the Vanderbilt Institute in Research Development and Ethics (VIRDE), a decade-old intensive grant development practicum specifically tailored for investigators from LMICs. METHODS To assess the impact of VIRDE on the research careers of alumni over the past 10 years, we surveyed alumni on research engagement, grant productivity, career trajectory, and knowledge gained in grant writing. Descriptive statistics, including means and total counts, and paired sample t-tests were used to analyze the data. RESULTS Forty-six of 58 alumni completed the survey. All respondents returned to their home countries and are currently engaged in research. Post-VIRDE grant writing knowledge ratings were significantly greater than pre-VIRDE. The number of respondents submitting grants post-VIRDE was 2.6 times higher than before the program. Eighty-three percent of respondents submitted a total of 147 grants post-VIRDE, of which 45.6% were awarded. Respondents acknowledged VIRDE's positive impact on career growth and leadership, with 88% advancing in career stage. CONCLUSIONS Gains in grant writing knowledge and grant productivity suggest that VIRDE scholars built skills and confidence in grant writing during the program. A substantial proportion of respondents have advanced in their careers and continue to work in academia in their country of origin. Results show a sustained impact on the research careers of VIRDE alumni. The broader framework for research capacity strengthening resulted in an expansive assessment of the VIRDE program and alumni, illuminating successful program elements and implications that can inform similar capacity strengthening programs.
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Affiliation(s)
- Holly M Cassell
- Vanderbilt Institute for Global Health, Vanderbilt University Medical Center, 2525 West End Avenue Suite 750, Nashville, TN, 37203, USA.
| | - Elizabeth S Rose
- Vanderbilt Institute for Global Health, Vanderbilt University Medical Center, 2525 West End Avenue Suite 750, Nashville, TN, 37203, USA
- Departments of Pediatrics, Health Policy, and Medicine, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Troy D Moon
- Vanderbilt Institute for Global Health, Vanderbilt University Medical Center, 2525 West End Avenue Suite 750, Nashville, TN, 37203, USA
- Departments of Pediatrics, Health Policy, and Medicine, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Halima Bello-Manga
- Department of Hematology and Blood Transfusion, Barau Dikko Teaching Hospital/Kaduna State University, Kaduna, Nigeria
| | - Muktar H Aliyu
- Vanderbilt Institute for Global Health, Vanderbilt University Medical Center, 2525 West End Avenue Suite 750, Nashville, TN, 37203, USA
- Departments of Pediatrics, Health Policy, and Medicine, Vanderbilt University Medical Center, Nashville, TN, USA
| | - Wilbroad Mutale
- Vanderbilt Institute for Global Health, Vanderbilt University Medical Center, 2525 West End Avenue Suite 750, Nashville, TN, 37203, USA
- Departments of Pediatrics, Health Policy, and Medicine, Vanderbilt University Medical Center, Nashville, TN, USA
- Department of Health Policy and Management, School of Public Health, University of Zambia, Lusaka, Zambia
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Affiliation(s)
- Douglas R Seals
- Department of Integrative Physiology, University of Colorado Boulder, Boulder, Colorado, United States
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Gust SW, McCormally J, Park NH. Increasing evidence-based substance use interventions globally: The National Institute on Drug Abuse postdoctoral fellowships. Subst Abus 2021; 42:397-406. [PMID: 34597258 DOI: 10.1080/08897077.2021.1975874] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
As of April 2020, 121 individuals from 47 nations had completed 124 NIDA International Program INVEST Drug Abuse Research Fellowships. This is the first comprehensive effort to assess the fellowships from the combined perspectives of career outcomes, migration patterns, publications, cost per publication, and funding. We searched electronic sources such as university websites, ResearchGate, LinkedIn, PubMed, and NIH databases to find current curriculum vitae, journal articles published in 2018 and 2019, and funding records. We found electronic records for 94.2% of former NIDA INVEST fellows (n = 114); 55.5% were male (n = 67). The majority are at least partially involved in addiction research, prevention, or treatment (85.9%; n = 98), primarily at academic institutions (73.7%, n = 84) as faculty members (65.8%, n = 75) conducting research (86%, n = 98). Nearly three-fourths (74.6%, n = 85) are still working in their home countries; and 74.6% (n = 85) coauthored at least one research article indexed in PubMed during 2018 or 2019. Of the 656 unique research articles, 52.4% (n = 344) were published by multinational groups. The average cost to NIDA for each peer-reviewed publication was $19,677. More than half (53.5%, n = 61) of the fellows received funding through 431 unique grants-led by NIDA (55), other NIH Institutes and Centers (57) and other U.S. funders (55). Using the measures of career outcomes, migration patterns, publications, cost per publication, and funding INVEST fellowships are cost-effective mechanisms to advance scientific knowledge, build addiction research capacity, foster international cooperation, and promote adoption of evidence-based addiction policies and interventions around the world.
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Affiliation(s)
- Steven W Gust
- National Institute on Drug Abuse International Program, U.S. Department of Health and Human Services, National Institutes of Health, Bethesda, MD, USA
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Asghari S, Heeley T, Bethune C, Graham W, MacLellan C, Button C, Porter N, Parsons S. Evaluation plan of the 6for6 research skills program for rural and remote physicians. Eval Program Plann 2021; 87:101933. [PMID: 33756216 DOI: 10.1016/j.evalprogplan.2021.101933] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/13/2020] [Revised: 11/16/2020] [Accepted: 02/28/2021] [Indexed: 06/12/2023]
Abstract
Overwhelming issues and barriers often prevent rural and remote physicians (RRPs) from pursuing the many socially accountable research questions they encounter on a daily basis. Although research training programs can empower RRPs to rise to these challenges, there is a lack of evidence on how they should be developed and refined. At Memorial University, a faculty development program (FDP) called 6for6 has been helping RRPs surmount their research quagmires and engage in scholarship since 2014. After an initial three-year (2014-17) pilot, we prepared a detailed plan to evaluate the 6for6 research FDP for RRPs and inform future years of delivery. Using a modified Delphi method and participatory action model a group of program team members, stakeholders and evaluation experts developed an evaluation plan including a logic model and an evaluation matrix addressing five key themes. To our knowledge, this is the first evaluation plan for a research-focused FDP targeting RRPs. While this plan was developed specifically for the 6for6 FDP, our approach to its development may be useful to any institution interested in evaluating an FDP with limited resources.
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Affiliation(s)
- Shabnam Asghari
- Department of Family Medicine, Faculty of Medicine, Memorial University of Newfoundland, Health Sciences Centre, 300 Prince Philip Drive, St. John's, NL, A1B 3V6, Canada; Centre for Rural Health Studies, M5M105, Medical Education Building, Health Sciences Centre, 300 Prince Philip Drive, St. John's, NL, A1B 3V6, Canada; Primary Healthcare Research Unit, Agnes Cowan Hostel, Room 425, Health Sciences Centre, 300 Prince Philip Drive, St. John's, NL, A1B 3V6, Canada.
| | - Thomas Heeley
- Department of Family Medicine, Faculty of Medicine, Memorial University of Newfoundland, Health Sciences Centre, 300 Prince Philip Drive, St. John's, NL, A1B 3V6, Canada; Centre for Rural Health Studies, M5M105, Medical Education Building, Health Sciences Centre, 300 Prince Philip Drive, St. John's, NL, A1B 3V6, Canada.
| | - Cheri Bethune
- Department of Family Medicine, Faculty of Medicine, Memorial University of Newfoundland, Health Sciences Centre, 300 Prince Philip Drive, St. John's, NL, A1B 3V6, Canada.
| | - Wendy Graham
- Department of Family Medicine, Faculty of Medicine, Memorial University of Newfoundland, Health Sciences Centre, 300 Prince Philip Drive, St. John's, NL, A1B 3V6, Canada.
| | - Cameron MacLellan
- Centre for Rural Health Studies, M5M105, Medical Education Building, Health Sciences Centre, 300 Prince Philip Drive, St. John's, NL, A1B 3V6, Canada.
| | - Cathryn Button
- Psychology Department, Memorial University of Newfoundland, 232 Elizabeth Avenue, St. John's, NL, A1B 3X9, Canada.
| | - Nicole Porter
- Department of Family Medicine, Faculty of Medicine, Memorial University of Newfoundland, Health Sciences Centre, 300 Prince Philip Drive, St. John's, NL, A1B 3V6, Canada; Primary Healthcare Research Unit, Agnes Cowan Hostel, Room 425, Health Sciences Centre, 300 Prince Philip Drive, St. John's, NL, A1B 3V6, Canada.
| | - Sandra Parsons
- Department of Family Medicine, Faculty of Medicine, Memorial University of Newfoundland, Health Sciences Centre, 300 Prince Philip Drive, St. John's, NL, A1B 3V6, Canada; Primary Healthcare Research Unit, Agnes Cowan Hostel, Room 425, Health Sciences Centre, 300 Prince Philip Drive, St. John's, NL, A1B 3V6, Canada.
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Soliman AS, Chamberlain RM, Michalek A, O'Donnell JF, Gallagher R. Mentoring in Global Cancer Research Training. J Cancer Educ 2021; 36:50-54. [PMID: 34212309 DOI: 10.1007/s13187-021-02034-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/24/2021] [Indexed: 06/13/2023]
Abstract
This manuscript illustrates general concepts of mentoring in low- and middle-income countries (LMICs). The focus of this manuscript is on public health research based on our experiences with the Cancer Epidemiology Education in Special Populations (CEESP) Program which is further illustrated in this Supplement. While the CEESP Program provides research training in global and US minority settings, this manuscript is focused on the global aspects of the program. We describe the process of selecting students into the CEESP Program, the process of mentoring them, and the preparation of the mentoring sites. We emphasize the review of the CEESP mentors in LMICs and put forward recommendations for enhancing their mentoring skills and disseminating the experience to other US and global institutions interested in global cancer education.
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Affiliation(s)
- Amr S Soliman
- City University of New York School of Medicine, 160 Convent Avenue-Harris Hall 313, New York, NY, 10031, USA.
| | - Robert M Chamberlain
- City University of New York School of Medicine, 160 Convent Avenue-Harris Hall 313, New York, NY, 10031, USA
- The University of Texas M.D. Anderson Cancer Center, Houston, TX, USA
| | - Arthur Michalek
- University At Buffalo School of Public Health and Health Professions, Buffalo, NY, USA
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Soliman AS, Chamberlain RM. Global Aspects of the Cancer Epidemiology Education in Special Populations (CEESP) Program. J Cancer Educ 2021; 36:39-40. [PMID: 34076841 DOI: 10.1007/s13187-021-02032-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/24/2021] [Indexed: 06/12/2023]
Abstract
This manuscript provides a brief overview of the global aspects of the Cancer Epidemiology Education in Special Populations (CEESP) Program. The overview illustrates program history, aims, progress, evaluation, and dissemination. This manuscript sets the stage for the CEESP manuscripts included in this supplement that illustrate in the program infrastructure, mentoring, the student experiences, and unique features of students for achieving success. In this manuscript, we briefly outline some of the dissemination examples that resulted from utilizing the CEESP infrastructure, as outlined in some of the articles reporting on global research training sites from Egypt, Morocco, Oman, and Tanzania.
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Affiliation(s)
- Amr S Soliman
- City University of New York School of Medicine, 160 Convent Avenue-Harris Hall 313, New York, NY, 10031, USA.
| | - Robert M Chamberlain
- City University of New York School of Medicine, 160 Convent Avenue-Harris Hall 313, New York, NY, 10031, USA
- The University of Texas M.D. Anderson Cancer Center, Houston, TX, USA
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Soliman AS, Chamberlain RM. Lessons learned, Summary, Challenges, and Recommendations. J Cancer Educ 2021; 36:109-110. [PMID: 34196935 DOI: 10.1007/s13187-021-02041-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/24/2021] [Indexed: 06/13/2023]
Abstract
In this final section, we summarize the different manuscripts included in his Supplement and outline the lessons learned. We also elaborate on the common educational challenges reported in the included articles and the possible recommendations for future global cancer education.
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Affiliation(s)
- Amr S Soliman
- City University of New York School of Medicine, 160 Convent Avenue- Harris Hall 313, New York, NY, 10031, USA.
| | - Robert M Chamberlain
- City University of New York School of Medicine, 160 Convent Avenue- Harris Hall 313, New York, NY, 10031, USA
- The University of Texas M.D. Anderson Cancer Center, Houston, TX, USA
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Muhandiramge J, Vu T, Wallace MJ, Segelov E. The experiences, attitudes and understanding of research amongst medical students at an Australian medical school. BMC Med Educ 2021; 21:267. [PMID: 33971858 PMCID: PMC8108334 DOI: 10.1186/s12909-021-02713-9] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/03/2020] [Accepted: 05/04/2021] [Indexed: 05/29/2023]
Abstract
BACKGROUND Research engagement plays an integral role in developing clinicians that practice effective, evidence-based medicine. Research participation by clinicians, however, is declining. Given the link between research during medical school and future research output, promotion of medical student research is one avenue by which this shortage can be addressed. Student research attitudes and participation in Australia are not well-documented in the literature. This study therefore aims to investigate research practices, motivators, and barriers amongst Australian medical students in order to determine whether there is a need for further integration of research within Australian medical school curriculums. METHODS A cross-sectional study design was used to explore research experience and attitudes, as well as the enablers and barriers to research amongst students enrolled in all years of the five-year medical course at Monash University. A questionnaire was created by combining questions from several surveys on medical student research and comprised Likert scales, multiple choice options and free-text responses assessing research experience, attitudes, motivators, and barriers. RESULTS Seven hundred and four respondents (69.4% female; survey response rate 36.7%) reported variable research experience and interest. Less than half of the cohort (n = 296; 44.9%) had contributed to a research project. Increasing employability for specialty training programs was the primary motivating factor (n = 345; 51.9%) for pursuing research, with only 20.5% (n = 136) citing an interest in academia as a motivator. Time constraints (n = 460; 65.3%) and uncertainty surrounding how to find research opportunities (n = 449; 63.8%) were the most common barriers to research. CONCLUSIONS Medical students at Monash University are interested in but have limited experience with research. Students are, however, primarily motivated by the prospect of increasing employability for specialist training; medical schools should therefore focus on encouraging intrinsic motivation for pursuing research. Greater integration of research education and opportunities within medical school curricula may also be required to provide students with the skills necessary to both pursue research and practice evidence-based medicine.
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Affiliation(s)
- Jaidyn Muhandiramge
- School of Medicine, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Australia.
| | - Tony Vu
- School of Medicine, Faculty of Medicine, Nursing and Health Sciences, Monash University, Melbourne, Australia
| | - Megan J Wallace
- Department of Obstetrics and Gynaecology, Monash University, Melbourne, Australia
| | - Eva Segelov
- School of Clinical Sciences, Monash University, Melbourne, Australia
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Jackson D, Power T, Usher K. Understanding doctoral supervision in nursing: 'It's a complex fusion of skills'. Nurse Educ Today 2021; 99:104810. [PMID: 33636652 DOI: 10.1016/j.nedt.2021.104810] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/23/2020] [Revised: 01/22/2021] [Accepted: 02/02/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Increasing the numbers of doctorally prepared nurses is essential to the continuing development of the nursing discipline. However, supervision can be fraught with relationship issues including role blurring, boundary issues, mis-matched expectations and students and supervisors not being fully equipped for doctoral training. OBJECTIVE In this study, we sought to examine the experiences of nurses supervising doctoral students in the contemporary university environment. DESIGN Qualitative research design. SETTINGS Narratives were drawn from academic nurses in Australia, the United States, the United Kingdom and New Zealand. PARTICIPANTS Twenty-one doctorally qualified nurse academics with a combined total of 427 doctoral completions and 454 doctoral examinations participated. METHODS Participants were recruited via social media and snowball sampling and interviewed face-to-face using internet platforms such as Zoom©. Interviews were recorded, selectively transcribed and thematically analysed. RESULTS Analysis of the data resulted in one overarching theme, managing the candidature, comprised of the sub-themes: managing relationships, managing expectations, managing emotions and managing labour. CONCLUSIONS Successful doctoral supervision requires considerable expertise and labour and that much of the labour associated with supervision is not recognised. In additional to the cognitive and educational aspects, are processes around personal growth, emotions and relationships. We recommend that universities consider the complexity of doctoral supervision when planning workloads and supervision training activities.
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Affiliation(s)
- Debra Jackson
- University of Technology Sydney, Australia; The University of Sydney, Australia.
| | - Tamara Power
- University of Technology Sydney, Australia; The University of Sydney, Australia.
| | - Kim Usher
- University of New England, Armidale, Australia.
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Dyck MJ, Novotny NL, Blakeman J, Bricker C, Farrow A, LoVerde J, Nielsen SD, Johnson B. Collaborative student-faculty research to support PhD research education. J Prof Nurs 2020; 36:106-110. [PMID: 32527630 DOI: 10.1016/j.profnurs.2019.11.002] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/29/2019] [Revised: 11/02/2019] [Accepted: 11/18/2019] [Indexed: 11/25/2022]
Abstract
This paper describes a three-semester hour applied research course taught over three semesters in a revamped PhD research curriculum at a Midwestern high research activity (R2) university-based nursing program. Faculty developed this strategy to help students become adequately prepared nurse scientists. Students and faculty engaged in a collaborative research project to provide students with opportunities to develop, integrate, and apply research knowledge, skills, and attitudes while concurrently advancing through the related research courses. A summary of these experiences and what was learned is organized within a knowledge, skills, and attitudes (KSA) framework. The collaboration between faculty and student peers was essential to students' success in the course. Student and faculty perspectives were used to describe what was learned during the first year this course was taught, together with future recommendations.
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Affiliation(s)
- Mary J Dyck
- Mennonite College of Nursing at Illinois State University, Campus Box 5810, Normal, IL 61790-5810, United States of America.
| | - Nancy L Novotny
- Mennonite College of Nursing at Illinois State University, Campus Box 5810, Normal, IL 61790-5810, United States of America
| | - John Blakeman
- Mennonite College of Nursing at Illinois State University, Campus Box 5810, Normal, IL 61790-5810, United States of America; Millikin University, 1184 W Main St., Decatur, IL 62522, United States of America
| | - Crystal Bricker
- Mennonite College of Nursing at Illinois State University, Campus Box 5810, Normal, IL 61790-5810, United States of America; Advocate BroMenn Medical Center, 1304 Franklin Ave, Normal, IL 61761, United States of America
| | - Ashley Farrow
- Mennonite College of Nursing at Illinois State University, Campus Box 5810, Normal, IL 61790-5810, United States of America; Memorial Medical Center, 701 N 1st St., Springfield, IL 62781, United States of America
| | - Janet LoVerde
- Mennonite College of Nursing at Illinois State University, Campus Box 5810, Normal, IL 61790-5810, United States of America
| | - Sandra D Nielsen
- Mennonite College of Nursing at Illinois State University, Campus Box 5810, Normal, IL 61790-5810, United States of America
| | - Brenda Johnson
- Mennonite College of Nursing at Illinois State University, Campus Box 5810, Normal, IL 61790-5810, United States of America
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Calhoun A, Bloch MH, Stubbe D, Leckman JF, Martin A. Integrating clinical and research training in child psychiatry: fifteen-year outcomes of a federally supported program. Child Adolesc Psychiatry Ment Health 2020; 14:21. [PMID: 32467724 PMCID: PMC7227282 DOI: 10.1186/s13034-020-00328-4] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 01/30/2020] [Accepted: 05/05/2020] [Indexed: 11/18/2022] Open
Abstract
BACKGROUND The Albert J. Solnit Integrated Training Program (AJSP) is an educational initiative designed to prepare physician-scientists for independent careers in the investigation and treatment of childhood psychiatric disorders. METHODS We compared fifteen cohorts (each representing a consecutive year of matriculation) of AJSP trainees and graduates (n = 30) to peers who were comparably ranked in our original match lists but ultimately pursued residency programs elsewhere (n = 60). Outcomes of interest between the two groups included professional affiliation, as measured by: (1) membership in the American Academy of Child and Adolescent Psychiatry (AACAP); and (2) certification by the American Board of Psychiatry and Neurology (ABPN), as well as three domains of research productivity: (1) Competitive awards received from AACAP; (2) Publication-related metrics derived from the National Library of Medicine (NLM); and (3) Federal grant funding from the National Institutes of Health (NIH). RESULTS AJSP participants were more commonly affiliated with AACAP and board certified in CAP. AJSP graduates and trainees outperformed their control group peers in several research outcomes: (1) Receipt of AACAP awards and number of awards per recipient were higher, and time to first award shorter in the AJSP than in the control group; (2) AJSP participants had more publications in PubMed, more first-authored publications, a higher h-index, and a shorter time to first publication than participants in the control group; and (3) NIH K- or R-series funding success rate was higher among AJSP participants (p < 0.05 for all comparisons). CONCLUSIONS A program designed to support the development of clinician-scientists specifically dedicated to childhood mental health needs has been successful in fostering scientific creativity, productivity and independence. The expansion and replication of similar training initiatives will be an in important step forward to address the high level of morbidity and mortality associated with child and adolescent psychiatric disorders.
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Affiliation(s)
- Amanda Calhoun
- The Child Study Center, Yale School of Medicine, New Haven, CT USA
| | - Michael H. Bloch
- The Child Study Center, Yale School of Medicine, New Haven, CT USA
| | - Dorothy Stubbe
- The Child Study Center, Yale School of Medicine, New Haven, CT USA
| | - James F. Leckman
- The Child Study Center, Yale School of Medicine, New Haven, CT USA
| | - Andrés Martin
- The Child Study Center, Yale School of Medicine, New Haven, CT USA
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Abstract
Since 2000 cancer has been the leading cause of death in Thailand. In response to this challenge, the National Cancer Institute of Thailand (NCI), in collaboration with other bodies, has developed and promoted the National Cancer Control Program (NCCP) to provide appropriate policies and practice for the prevention, early detection and treatment of cancer, with optimal supportive care. With plans strongly supported by the Ministry of Public Health, the NCCP envisages integration into the health care system in 6 strategic areas: (1) cancer informatics; (2) primary prevention; (3) early detection; (4) treatment; (5) palliative care; and (6) cancer control research. For this purpose 7 regional cancer hospitals have been established to aid the NCI in conducting the NCCP. Cancer registration is a high priority, with 31.2% of the population now covered by quality registries. In primary prevention, there is a focus on awareness, lifestyle improvement, anti-smoking and alcohol control programs, vaccination, and Opisthorchis viverrini (OV) control. Screening programs for cervical, breast and colorectal cancer are underway to increase early detection. Priority is being given to facilities for chemotherapy and radiotherapy, as well as palliative care. Cancer control research encompasses international cooperation and participation in training programs, especially for development of cancer registration and other aspects of cancer control programs in South-East Asia, not least as an IARC Collaborating Center.
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Koons GL, Schenke-Layland K, Mikos AG. Why, When, Who, What, How, and Where for Trainees Writing Literature Review Articles. Ann Biomed Eng 2019; 47:2334-40. [PMID: 31115720 DOI: 10.1007/s10439-019-02290-5] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/19/2019] [Accepted: 05/15/2019] [Indexed: 10/26/2022]
Abstract
Literature review articles provide a valuable mechanism for remaining informed amidst an ever-increasing body of scientific work. Condensing current advances into this disseminatable form is a critical activity for any research trainee. To systematize this multifaceted process, we present the "why, when, who, what, how, and where" of composing a literature review article. Commentaries include selection of a review topic, conducting modern literature searches using online databases, stepwise strategies for manuscript drafting, and prevention of plagiarism. The current work provides structures and guidance for this fundamental effort which can establish the basis for a trainee's development of original research objectives.
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McNab M, Berry A, Skapetis T. The potential of a lecture series in changing intent and experience among health professionals to conduct research in a large hospital: a retrospective pre-post design. BMC Med Educ 2019; 19:124. [PMID: 31046770 PMCID: PMC6498614 DOI: 10.1186/s12909-019-1548-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/06/2019] [Accepted: 04/05/2019] [Indexed: 05/23/2023]
Abstract
BACKGROUND Promoting research capacity within public health can encourage and engage employees to undertake research, utilising their understanding of the complex needs that exist within the public health system to provide more relevant research outcomes. Despite this, there are a number of reasons cited by health care professionals as to why research is not undertaken, and a lack of support for research participation results in missed opportunities for experienced clinical and public health staff to gain research experience, expand the evidence base, and promote and support research. The aim of this study is to identify if education in research, delivered through a series of lectures at a large tertiary referral hospital, results in an increase in the experience and intent to conduct research. METHODS A series of six lectures to aid in the understanding and development of research were delivered to health employees, health care professionals, students and their associates within a large public Australian hospital. Following these lectures, a validated instrument was developed and asked respondents to assess their research activity, research training history, and experience in conducting research using a retrospective pre/post- test design. RESULTS Over half (57.1%) of respondents (n = 49) reported no previous researcher education training prior to the lectures. Following the lectures, reported researcher experience increased significantly in the areas of writing a research protocol, using qualitative research methods, publishing research, writing and presenting a research report, analysing and interpreting results, using quantitative research methods, generating research ideas, and applying for research funding. At 6 months following the lecture series intent to be involved in further research was seen in the areas of submitting an ethics application, analysing qualitative and quantitative research data, and research funding applications. CONCLUSIONS Six one hour face to face research lectures can improve self-reported levels of intention to become involved in research as well as research experience amongst hospital health care professionals at 6 months. This traditional modality of education should still be considered as relevant strategy in building research capacity as measured innovatively using a retrospective pre/post test methodology.
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Affiliation(s)
- Michelle McNab
- Oral Health, Western Sydney Local Health District, Oral Health Network Offices, Level 2 Westmead Centre for Oral Health, Westmead, 2145 Australia
- University of Sydney Faculty of Medicine and Health, Sydney Dental School, Mons Road, Westmead, 2145 Australia
| | - Angela Berry
- Intensive Care Unit, Westmead Hospital, PO Box 533, Wentworthville, 2145 Australia
| | - Tony Skapetis
- Oral Health, Western Sydney Local Health District, Oral Health Network Offices, Level 2 Westmead Centre for Oral Health, Westmead, 2145 Australia
- University of Sydney Faculty of Medicine and Health, Sydney Dental School, Mons Road, Westmead, 2145 Australia
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Rubagumya F, Nyagabona SK, Msami KH, Manirakiza A, Longombe AN, Maniragaba T, Chan H, Paciorek A, Zhang L, Balandya E, Germana LH, Mmbaga EJ, Dharsee N, Van Loon K. Attitudes and Barriers to Research Among Oncology Trainees in East Africa. Oncologist 2019; 24:e864-e869. [PMID: 30902914 DOI: 10.1634/theoncologist.2018-0805] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/22/2018] [Accepted: 02/20/2019] [Indexed: 01/15/2023] Open
Abstract
BACKGROUND East Africa is one of the fastest growing regions in the world and faces a rising burden of cancer; however, few people are equipped to effectively conduct research in this area. MATERIALS AND METHODS A 31-item questionnaire was distributed to current trainees and recent graduates of the Master in Medicine in Clinical Oncology Program at Muhimbili University of Health and Allied Sciences in Tanzania. Areas that were assessed included (a) demographic information, (b) prior research training, (c) prior and current research activities, (d) attitudes toward the importance of research, and (e) supports and barriers to inclusion of research in an oncology career path. RESULTS A total of 30 individuals responded to the survey, of whom 53% (n = 16) were male and 70% (n = 21) identified as current trainees. Among the majority of respondents, attitudes toward research were strongly favorable. Although only 37% (n = 11) reported receiving any formal training in research methodology, 87% (n = 26) reported intentions to incorporate research into their careers. The absence of protected time for research and lack of access to research funding opportunities were identified by a majority of respondents as critical barriers. CONCLUSION A majority of current or recent oncology trainees in Tanzania desire to incorporate research into their careers, but most also lack adequate training in research methodology and longitudinal mentorship. Our future collaboration will focus on creation of appropriate research training curriculums and fostering an environment that catalyzes interprofessional development and transforms and extends context-specific cancer research in East Africa. IMPLICATIONS FOR PRACTICE Current and recent oncology trainees in East Africa expressed a high enthusiasm for research, driven by a sense of urgency related to the burden from cancer that the region faces. This highlights the need for cancer research training and mentorship in this setting. This work hypothesizes that African principal investigators can operate effectively if proper attention is given to selection and provision of high-quality foundational didactic training to learn the theory and implementation of research as well as to the development of an environment conducive to mentoring.
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Affiliation(s)
- Fidel Rubagumya
- Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania
- Ocean Road Cancer Institute, Dar es Salaam, Tanzania
| | - Sarah K Nyagabona
- Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania
- Ocean Road Cancer Institute, Dar es Salaam, Tanzania
| | | | - Achille Manirakiza
- Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania
- Ocean Road Cancer Institute, Dar es Salaam, Tanzania
| | - Ahuka N Longombe
- Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania
- Ocean Road Cancer Institute, Dar es Salaam, Tanzania
| | - Theoneste Maniragaba
- Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania
- Ocean Road Cancer Institute, Dar es Salaam, Tanzania
| | - Hilary Chan
- UCSF Helen Diller Family Comprehensive Cancer Center, San Francisco, California, USA
| | - Alan Paciorek
- UCSF Helen Diller Family Comprehensive Cancer Center, San Francisco, California, USA
| | - Li Zhang
- UCSF Helen Diller Family Comprehensive Cancer Center, San Francisco, California, USA
| | - Emmanuel Balandya
- Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania
| | - Leyna H Germana
- Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania
| | - Elia J Mmbaga
- Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania
| | - Nazima Dharsee
- Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania
- Ocean Road Cancer Institute, Dar es Salaam, Tanzania
| | - Katherine Van Loon
- UCSF Helen Diller Family Comprehensive Cancer Center, San Francisco, California, USA
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Ferrazzi P, Christie P, Jalovcic D, Tagalik S, Grogan A. Reciprocal Inuit and Western research training: facilitating research capacity and community agency in Arctic research partnerships. Int J Circumpolar Health 2019; 77:1425581. [PMID: 29384440 PMCID: PMC5795698 DOI: 10.1080/22423982.2018.1425581] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022] Open
Abstract
Engaging community partners to work as co-researchers and research assistants for research involving Inuit communities or regions helps to ensure the equitable recognition of community and researcher priorities, mutual trust and respect, participation by local participants, inclusion of local knowledge and local uptake of research findings. However, research knowledge still in development among community members has been described as a barrier to effective Arctic community research partnerships. This paper describes two 3-day, cross-cultural research training workshops held in the Nunavut communities of Arviat and Iqaluit during Spring 2017. The purpose was to encourage reciprocity as a basis for research training that incorporates both Western and Inuit approaches and that emphasises relationship building to benefit both Inuit and non-Inuit research communities. A review of participant responses to the workshops suggests value in using an integrated Western-Inuit framework of educational objectives to guide the training. Responses suggest the workshops helped improve understanding of research practices and ethics rooted in different traditions for participants interested in assisting with or conducting research in Canada's Arctic communities.
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Affiliation(s)
- Priscilla Ferrazzi
- a Faculty of Rehabilitation Medicine, Department of Occupational Therapy , University of Alberta , Edmonton , Canada
| | | | - Djenana Jalovcic
- a Faculty of Rehabilitation Medicine, Department of Occupational Therapy , University of Alberta , Edmonton , Canada
| | | | - Alanna Grogan
- d Political Science and History , McGill University , Montreal , Canada
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Harpe SE, Sermersheim KL. Evaluating a measure of the research training environment in a sample of pharmacy residents. Curr Pharm Teach Learn 2019; 11:16-24. [PMID: 30527872 DOI: 10.1016/j.cptl.2018.09.023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/30/2018] [Revised: 08/30/2018] [Accepted: 09/22/2018] [Indexed: 06/09/2023]
Abstract
INTRODUCTION While an important predictor of future research involvement, formal assessment of the quality of the research training environment in pharmacy residency training has not been examined. The objective of this study was to evaluate the psychometric properties of a modified version of the shortened form of the revised Research Training Environment Scale (RTES-R-S) in pharmacy residents. METHODS The original wording of the 18 items from RTES-R-S was modified to reflect pharmacy residency training. Data were collected as part of a larger study involving a random sample of pharmacy residents in the United States during the 2016-2017 residency year. Internal consistency was assessed with Cronbach's α. Confirmatory factor analysis was used to assess the fit of the factor structures examined previously during the original RTES-R-S development. RESULTS Based on confirmatory factor analysis, the preferred model proposed a single, second-order factor predicting nine factors reflecting Gelso's previously described ingredients of the research training environment. This model had acceptable fit indices and was statistically better than models without second-order factors. Cronbach's α for the global scale was 0.86, with the two subscales >0.7. CONCLUSIONS Minor rewording of an existing instrument to measure residents' perceptions of the quality of the research training environment demonstrated acceptable internal consistency. The factor structure of the recommended use proposed by the original developers of the RTES-R-S was supported in this sample of pharmacy residents. Continued work with additional samples is needed to generate additional validity evidence supporting the use of this tool in pharmacy residents.
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Affiliation(s)
- Spencer E Harpe
- Midwestern University Chicago College of Pharmacy, 555 31st Street, Downers Grove, IL 60515, United States.
| | - Kara L Sermersheim
- Midwestern University Chicago College of Pharmacy, 555 31st Street, Downers Grove, IL 60515, United States.
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Burke E, Teeling M, Hennessy M. Introduction of an academic internship in Ireland: views of undergraduate medical students. Ir J Med Sci 2018; 188:1025-1032. [PMID: 30341635 DOI: 10.1007/s11845-018-1917-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/16/2018] [Accepted: 10/11/2018] [Indexed: 10/28/2022]
Abstract
INTRODUCTION A combined academic and clinical training programme for junior doctors in Ireland, the academic track for internship, has recently been launched. The academic track offers newly graduated doctors protected time within the working week to undertake a research project in addition to funding, an academic supervisor, and additional training in research skills. This study seeks to investigate the views of undergraduate medical students. METHODS The study population was undergraduate medical students at Trinity College Dublin in their penultimate year of study. An online questionnaire was designed and disseminated via a gatekeeper. Descriptive statistics were used to carry out data analysis on students' responses. RESULTS The response rate was 50/203 (24.6%). All respondents indicated that protected time would be 'very important' or 'important'. The most frequently cited reason for participating in the academic track was 'To progress my career in a particular specialty' (28/42). The most frequently cited anticipated achievement was research publication (39/42). The most common response when asked what concerns (if any) students had about participating in the programme was 'I am not sure I could achieve all the clinical competencies of an intern in addition to research' (58%). DISCUSSION There was a significant interest in the academic track for internship, and it is perceived by students as being of benefit to their careers. The value of protected time and an academic supervisor were recognised, and a research publication was the most frequently cited anticipated outcome. The data gathered in this questionnaire will help inform curriculum development and the identification of suitable learning outcomes.
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Affiliation(s)
- Elaine Burke
- School of Medicine, Trinity College Dublin, The University of Dublin, Pearse Street, Dublin 2, Ireland.
| | - Mary Teeling
- School of Medicine, Trinity College Dublin, The University of Dublin, Pearse Street, Dublin 2, Ireland
| | - Martina Hennessy
- School of Medicine, Trinity College Dublin, The University of Dublin, Pearse Street, Dublin 2, Ireland
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Eley DS. The clinician-scientist track: an approach addressing Australia's need for a pathway to train its future clinical academic workforce. BMC Med Educ 2018; 18:227. [PMID: 30285826 PMCID: PMC6171239 DOI: 10.1186/s12909-018-1337-5] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/26/2018] [Accepted: 09/26/2018] [Indexed: 06/01/2023]
Abstract
BACKGROUND Clinician-scientist training represents the epitome of preparation for biomedical scientific discovery. The significance of, and need for, clinician-scientists is universally recognised as essential to progress medical research across what is regarded as the 'translational gap'. Despite a rich history of cutting-edge biomedical research, Australia has no infrastructure or career pathway for training clinician-scientists. DISCUSSION The Clinician-scientist Track (CST) was developed to address this concern at the University of Queensland. The CST concept began in 2010 with the Concurrent MD-Masters that allowed students to undertake a research Masters concurrently with their medical program. The rationale was to offer an attractive and realistic option to recruit our highest performing students into a research higher degree, with the underlying aim of encouraging those most capable, to transfer to the MD-PhD. The Concurrent MD-Masters was immediately popular and remains so. Over 8 years, enrolments rose seven-fold (60 MD-Masters, 36 MD-PhDs). The transfer rate from MD-Masters to MD-PhD is 28% supporting our original aim. CONCLUSIONS Many challenges remain for the future of the program. These challenges are underpinned by a culture that values clinician-scientists as crucial to ensuring that high quality health and medical research is undertaken and translated to patient care, but lags behind in establishing an infrastructure to develop and maintain a new generation of this vital workforce. A future challenge is to develop a coordinated approach to a supported Australian MD-PhD pathway for our most talented and committed students beginning in the undergraduate Bachelor's degree into the medical degree and throughout specialty training. Shared responsibility is necessary between institutions and stakeholders to support and nurture newly trained MD-PhDs into the post-graduate years. Flexibility across this medical training continuum that allows integration of both degrees will help ensure students make the most meaningful connections between the research and the medicine. What is paramount will be acknowledging the career expectations of an emerging cohort of medical students, in particular females, wishing to pursue research. Without these considerations we risk losing our next generation of potential clinician-scientists.
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Affiliation(s)
- Diann S Eley
- Office of Medical Education, Faculty of Medicine, The University of Queensland, 288 Herston Road, Brisbane, QLD, 4006, Australia.
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Yates MS, Chang S, Lee HY, Faupel-Badger J, Cameron C. Bringing Cancer Prevention Research Competencies to the Classroom. J Cancer Educ 2018; 33:109-115. [PMID: 27325275 PMCID: PMC5173449 DOI: 10.1007/s13187-016-1063-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/06/2023]
Abstract
The field of cancer prevention incorporates research all along the spectrum from basic science studies at the laboratory bench to epidemiology, behavioral sciences, and clinical studies, with the convergence of evidence from these different approaches aimed at implementing public health interventions that reduce the burden of this disease. Due to the necessity of multiple disciplines interacting in order to achieve a public health outcome, traditional discipline-specific training may not be adequately preparing the cancer prevention research workforce. We propose that cancer prevention researchers establish defined professional competencies which will allow them to shape the future directions of the field as well as to collaborate effectively in multidisciplinary teams, disseminate new findings beyond their own scientific circles, and advocate for their implementation for the public good. We previously proposed that these core competencies focus on knowledge of issues in other research fields, interdisciplinary communication, and leadership/teamwork. Here, we describe the reorganization of an existing course to incorporate activities deliberately designed to foster these competencies. We provide details about the course structure, student feedback, and ideas for future versions of this course. We hope this framework will be useful to others who are engaged in the collective effort to develop leaders in the field of cancer prevention research.
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Affiliation(s)
- Melinda S Yates
- Department of Gynecologic Oncology and Reproductive Medicine, The University of Texas MD Anderson Cancer Center, Houston, TX, USA
| | - Shine Chang
- Department of Epidemiology, The University of Texas MD Anderson Cancer Center, Houston, TX, USA
| | - Hwa-Young Lee
- Department of Epidemiology, The University of Texas MD Anderson Cancer Center, Houston, TX, USA
| | | | - Carrie Cameron
- Department of Epidemiology, The University of Texas MD Anderson Cancer Center, Houston, TX, USA.
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Abstract
It is very important for medical professionals and medical researchers to be literate in statistics. However, we have found that the degree of literacy that is required should not be identical for every statistical competency or even for every learner. We first begin by describing why the development, teaching, and assessment of statistical competencies for medical professionals and medical researchers are critical tasks. We next review our three substantial efforts at developing a comprehensive list of statistical competencies that can be used as a guide for what medical research learners should know about statistics, for curricular development, and for assessment of statistical education. We then summarize the origin and the inclusion of the statistical competency items. We follow this with a description of potential uses and applications of the statistical competencies to improve targeted learning for medical research learners. Finally, we discuss implications of the statistical competencies for undergraduate statistics education.
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Affiliation(s)
- Robert A. Oster
- Division of Preventive Medicine, Department of Medicine, University of Alabama at Birmingham, Birmingham, AL
| | - Felicity T. Enders
- Division of Biomedical Statistics and Informatics, Department of Health Sciences Research, Mayo Clinic, Rochester, MN
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Eley DS, Jensen C, Thomas R, Benham H. What will it take? Pathways, time and funding: Australian medical students' perspective on clinician-scientist training. BMC Med Educ 2017; 17:242. [PMID: 29216896 PMCID: PMC5721615 DOI: 10.1186/s12909-017-1081-2] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/27/2017] [Accepted: 11/21/2017] [Indexed: 05/22/2023]
Abstract
BACKGROUND Clinician-scientists are in decline worldwide. They represent a unique niche in medicine by bridging the gap between scientific discovery and patient care. A national, integrated approach to training clinician-scientists, typically programs that comprise a comprehensive MD-PhD pathway, are customary. Such a pathway is lacking in Australia. The objective was to gather perceptions from Australian medical students on factors they perceive would influence their decision to pursue clinician-scientist training. METHODS A cross-sectional mixed methods design used quantitative and qualitative questions in an online self-report survey with medical students from a four-year MD program. Quantitative measures comprised scaled response questions regarding prior experience and current involvement in research, and short- and long-term opinions about factors that influence their decisions to undertake a research higher degree (RHD) during medical school. Qualitative questions gathered broader perceptions of what a career pathway as a clinician-scientist would include and what factors are most conducive to a medical student's commitment to MD-PhD training. RESULTS Respondents (N = 418; 51% female) indicated Time, Funding and Pathway as the major themes arising from the qualitative data, highlighting negative perceptions rather than possible benefits to RHD training. The lack of an evident Pathway was inter-related to Time and Funding. Themes were supported by the quantitative data. Sixty percent of students have previous research experience of varying forms, and 90% report a current interest, mainly to improve their career prospects. CONCLUSIONS The data emphasise the need for an MD-PhD pathway in Australia. A model that provides an early, integrated, and exclusive approach to research training pathways across all stages of medical education is suggested as the best way to rejuvenate the clinician-scientist. A national pathway that addresses factors influencing career decision making throughout the medical education continuum should include an appropriate funding structure, and provide early and continuing advice and mentoring. It should be flexible, gender equitable, and include post-graduate training. The implications of implementing MD-PhD programs represent a substantial investment. However this should not be a deterrent to Australia's commitment to an MD-PhD pathway, but rather a challenge to help ensure our future healthcare is guided by highly trained and competent clinician-scientists.
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Affiliation(s)
- Diann S. Eley
- Faculty of Medicine, The University of Queensland Office of Medical Education, 288 Herston Road, Brisbane, 4006 Queensland Australia
| | - Charmaine Jensen
- Faculty of Medicine, The University of Queensland Office of Medical Education, 288 Herston Road, Brisbane, 4006 Queensland Australia
| | - Ranjeny Thomas
- The University of Queensland, Translational Research Institute, Australian Academy of Health and Medical Sciences, Princess Alexandra Hospital, Woolloongabba, Australia
| | - Helen Benham
- Department of Rheumatology, The University of Queensland, Diamantina Institute, Princess Alexandra Hospital and Translational Research Institute, Woolloongabba, Australia
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Besterman AD, Williams JK, Reus VI, Pato MT, Voglmaier SM, Mathews CA. The Role of Regional Conferences in Research Resident Career Development: The California Psychiatry Research Resident Retreat. Acad Psychiatry 2017; 41:272-277. [PMID: 27178277 PMCID: PMC5107358 DOI: 10.1007/s40596-016-0562-7] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/23/2015] [Accepted: 04/14/2016] [Indexed: 06/05/2023]
Abstract
OBJECTIVE For psychiatry research resident career development, there is a recognized need for improved cross-institutional mentoring and networking opportunities. One method to address this need is via regional conferences, open to current and recently graduated research residents and their mentors. With this in mind, we developed the biennial California Psychiatry Research Resident Retreat (CPRRR) and collected feedback from participants to 1) Assess resident satisfaction, 2) Determine the utility of the retreat as a networking and mentorship tool, and 3) Identify areas for improvement. METHODS We gathered survey data from resident attendees at the two first CPRRRs. We analyzed the data to look for trends in satisfaction as well as areas that need improvement. RESULTS Thirty-two residents from five California training programs attended the CPRRR in 2013 while 33 attended from six programs in 2015. The residents were from all years of training, but concentrated in their second and third years. Approximately 41% and 49% of the attendees were female and 53% and 39% had an MD/PhD in 2013 and 2015, respectively. Twenty-four and 32 residents provided anonymous feedback in 2013 and 2015, respectively. Mean feedback scores were very high (> 4/5) for overall satisfaction, peer- and faculty-networking, the keynote speaker and the flash talks for both years. Mean feedback scores for the ethics debates and mentoring sessions were somewhat lower (≤ 4/5), however, both showed significant improvement from 2013 to 2015. CONCLUSION The CPRRRs appear to be an effective mechanism for providing psychiatry research residents with a meaningful cross-institutional opportunity for networking and mentorship. Feedback-driven changes to the CPRRRs improved participant satisfaction for several components of the conference. Future efforts will be aimed at broadening mentorship and networking opportunities, optimizing teaching approaches for research ethics, and considering different feedback-gathering approaches to allow for improved longitudinal follow-up and subgroup analysis.
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Mewshaw J, Bailey DE, Porter KA, Anderson AL, Anderson RA, Burd AL, Colón-Emeric C, Corazzini KN. A novel program for ABSN students to generate interest in geriatrics and geriatric nursing research. ACTA ACUST UNITED AC 2017; 7:95-99. [PMID: 28435479 DOI: 10.5430/jnep.v7n6p95] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Abstract
The current shortage of nurse researchers in geriatrics adversely affects the capacity of nurses to conduct research to advance the evidence-based care of older adults. In an effort to generate interest in geriatrics and geriatric nursing research, the Duke University School of Nursing designed a summer internship for four students enrolled in the accelerated baccalaureate nursing (ABSN) program. This paper describes the experience of these ABSN students and the staff and faculty who worked with them. The program design, staff and faculty experiences, benefits and challenges, as well as recommendations for future programs are discussed. The purpose of this article is to highlight the benefits and challenges of offering research experiences to nursing students in an ABSN program to stimulate interest in geriatrics and geriatric nursing research.
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Affiliation(s)
| | | | - Kristie A Porter
- School of Nursing, University of North Carolina at Chapel Hill, Chapel Hill, United States
| | | | - Ruth A Anderson
- School of Nursing, University of North Carolina at Chapel Hill, Chapel Hill, United States
| | - Andrew L Burd
- School of Nursing, Duke University, Durham, United States
| | - Cathleen Colón-Emeric
- Center for the Study of Aging and Human Development, Department of Biometry and Bioinformatics, Duke University Medical Center, Durham, United States.,Geriatrics Research Education and Clinical Center, Durham VA Medical Center, Durham, United States
| | - Kirsten N Corazzini
- School of Nursing, Duke University, Durham, United States.,Center for the Study of Aging and Human Development, Department of Biometry and Bioinformatics, Duke University Medical Center, Durham, United States
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Abstract
Global health education and training of biomedical students in international and minority health research is expending through U.S. academic institutions. This study addresses the short- and long-term outcomes of an NCI-funded R25 short-term summer field research training program. This program is designed for MPH and Ph.D. students in cancer epidemiology and related disciplines, in international and minority settings (special populations) in a recent 7-year period. Positive short-term outcome of 73 students was measured as publishing a manuscript from the field research data and having a job in special populations. Positive long-term outcome was measured as having a post-doc position, being in a doctoral program, and/or employment in special populations at least 3 years from finishing the program. Significant factors associated with both short- and long-term success included resourcefulness of the student and compatibility of personalities and interests between the student and the on-campus and off-campus mentors. Short-term-success of students who conducted international filed research was associated with visits of the on-campus mentor to the field site. Short-term success was also associated with extent of mentorship in the field site and with long-term success. Future studies should investigate how field research sites could enhance careers of students, appropriateness of the sites for specific training competencies, and how to maximize the learning experience of students in international and minority research sites.
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Affiliation(s)
- Amr S Soliman
- Department of Epidemiology, College of Public Health, University of Nebraska Medical Center, Omaha, NE, 68198, USA.
| | - Robert M Chamberlain
- Department of Epidemiology, College of Public Health, University of Nebraska Medical Center, Omaha, NE, 68198, USA
- Department of Epidemiology, Anderson Cancer Center, University of Texas, Houston, TX, USA
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Slattery MJ, Logan BL, Mudge B, Secore K, von Reyn LJ, Maue RA. An Undergraduate Research Fellowship Program to Prepare Nursing Students for Future Workforce Roles. J Prof Nurs 2016; 32:412-420. [PMID: 27964811 DOI: 10.1016/j.profnurs.2016.03.008] [Citation(s) in RCA: 22] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2015] [Indexed: 11/18/2022]
Abstract
It is important for nurses today and for those joining the workforce in the future to have familiarity and training with respect to interprofessional research, evidence-based practice, and quality improvement. In an effort to address this need, we describe a 10-week summer research program that immerses undergraduate nursing students in a broad spectrum of clinical and translational research projects as part of their exposure to advanced nursing roles. In doing so, the program increases the ability of the students to participate in research, effectively interact with academic medical center researchers, and incorporate elements of evidence-based practice into future nursing interventions. Their mentors are nurses practicing in roles as nurse researcher, advanced practice nurses involved in evidence-based practice or quality improvement, and clinical trials research nurses. Each student is matched with 3 of these mentors and involved in 3 different projects. Through this exposure, the students benefit from observing multiple nursing roles, taking an active role in research-related activities participating in interdisciplinary learning experiences. Overall, the program provides benefits to the students, who demonstrate measured improvement with respect to the program objectives, and to their mentors and each of the participating organizations.
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Affiliation(s)
- Mary Jo Slattery
- Clinical Program Coordinator for Nursing Research, Dartmouth-Hitchcock Medical Center, Lebanon, NH
| | - Bridget Linehan Logan
- Nurse Practitioner, Pediatric Surgery, Dartmouth-Hitchcock Medical Center, Lebanon, NH; Instructor, Geisel School of Medicine at Dartmouth, Lebanon, NH
| | - Bridget Mudge
- Clinical Specialist, Dartmouth-Hitchcock Medical Center, Lebanon, NH.
| | - Karen Secore
- Instructor, Geisel School of Medicine at Dartmouth, Lebanon, NH; Nurse Practitioner, Dartmouth-Hitchcock Epilepsy Center, Lebanon, NH
| | - Linda J von Reyn
- Chief Nursing Officer, Dartmouth-Hitchcock Medical Center, Lebanon, NH
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O'Brien JM. Conceptualizing the Research Culture in Postgraduate Medical Education: Implications for Leading Culture Change. J Med Humanit 2015; 36:291-307. [PMID: 24114357 DOI: 10.1007/s10912-013-9257-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
By recognizing symbols of research culture in postgraduate medical education, educators and trainees can gain a deeper understanding of the existing culture and mechanisms for its transformation. First, I identify symbolic manifestations of the research culture through a case narrative of a single anesthesia residency program, and I offer a visual conceptualization of the research culture. In the second part, I theorize the application of Senge's (1994) disciplines of a learning organization and discuss leverage for enhancing research culture. This narrative account is offered to inform the work of enhancing the broader research culture in postgraduate medical education.
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Affiliation(s)
- Jennifer M O'Brien
- Department of Educational Administration, College of Education, University of Saskatchewan, Saskatoon, SK, Canada.
- Department of Anesthesiology, Perioperative Medicine and Pain Management, College of Medicine, University of Saskatchewan, Saskatoon, SK, Canada.
- Department of Anesthesiology, Perioperative Medicine and Pain Management, Royal University Hospital, 103 Hospital Drive, Saskatoon, Saskatchewan, Canada, S7N 0W8.
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Nga LETQ, Goto A, Trung TT, Vinh NQ, Khue NT. Capacity building toward evidence-based medicine among healthcare professionals at the university of medicine and pharmacy, ho chi minh city, and its related institutes. Japan Med Assoc J 2014; 57:49-55. [PMID: 25237279 PMCID: PMC4130096] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
Research capacity development enhances a country's ownership of activities aimed at strengthening its health system. In Vietnam, continuing medical education (CME) is attracting increasing attention with the establishment of legal and policy frameworks. During 2010-2013, the Japan International Cooperation Agency funded a research capacity building project targeting physicians in Ho Chi Minh City. The project had been developed in four previous courses that were conducted in collaboration with Fukushima Medical University and Ho Chi Minh City University of Medicine and Pharmacy (UMP). The project succeeded in obtaining accreditation as the city's CME course. A total of 262 physicians attended three courses that have a divided set of research competencies. Following the Kirkpatrick Model for evaluating the effectiveness of training programs, we confirmed the participants' positive reaction to the courses (Level 1 evaluation), their perceived increase in knowledge and confidence in research skills (Level 2 evaluation), and application of learned knowledge in their practice (Level 3 evaluation). Presented here is a step-by-step scaling-up model of health research capacity building. Strategies for the further expansion include: further capacity building of instructors; responding to clinicians' specific needs; building a recruiting system with authorization; and improving the Level 3 training evaluation.
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Affiliation(s)
- LE Thi Quynh Nga
- Program evaluation consultant, Hanoi, Vietnam; ; # Co-first author
| | - Aya Goto
- Department of Public Health, Fukushima Medical University School of Medicine, Fukushima, Japan ( ); ; Takemi Program in International Health, Harvard School of Public Health, Boston, MA, USA; ; # Co-first author
| | - Tran The Trung
- Department of Endocrinology, University of Medicine and Pharmacy, Ho Chi Minh City, Vietnam
| | - Nguyen Quang Vinh
- Clinical Epidemiology Unit and Department of Obstetrics and Gynecology, Nguyen Tri Phuong Hospital, Ho Chi Minh City, Vietnam
| | - Nguyen Thy Khue
- Ho Chi Minh City Medical Association, Ho Chi Minh City, Vietnam
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Benzies KM, Barnes D, Clifford T, Bouayad A, Hardy D, Korneluk Y, Marrache AM, McCusker C, Miller S, Ring T, Walker M, Waterhouse C. Building Canada's health research capacity within the framework of the Canadian Institutes of Health Research. Paediatr Child Health 2001; 6:517-21. [PMID: 20084120 DOI: 10.1093/pch/6.8.517] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
The establishment of the Canadian Institutes of Health Research (CIHR) generated considerable excitement about the capacity for health research in Canada. The long term success of the CIHR will be determined, in part, by its ability to recruit, train and retain a cadre of talented researchers. During a workshop to develop the research agenda for one of the proposed institutes within the CIHR, a national, multidisciplinary group of clinical and basic science research trainees were invited to present their views about the challenges that face Canadian researchers of tomorrow. The objective of this paper is to present the challenges associated with recruiting, training and retaining health researchers, and to identify new opportunities provided by the creation of the CIHR. The present paper concludes with suggestions that may improve the success of researchers and, ultimately, the success of the CIHR.
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