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"Research Training"
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A training protocol compliance of 13% was observed in a research study of clinical research professionals
Objective
We attempted to conduct a randomized controlled trial of three different informed consent training formats to evaluate their effectiveness. We recruited 503 clinical research professionals, who received $50 for participation. Incidental findings showed unexpectedly low rates of compliance with completing the study training protocols, resulting in insufficient statistical power to test our original hypotheses. In this report, we conducted a secondary analysis of the data in which we characterize and evaluate the observed low compliance. This involved using literature on average reading times, speed-reading times, and video play speeds to calculate the timeframes required to complete the three training formats.
Results
Only 13% of participants completed the training in a reasonable timeframe. Furthermore, only 46% of participants completed the training in the minimum possible timeframe. These findings lead us to ask whether online research training is effective, since no training can be effective if participants do not actually complete the training. Given extensive requirements for educational training among clinical research professionals, we feel the burden of proof is on training programs to demonstrate that they have positive effects.
Journal Article
How Does the Duration of an Undergraduate Research Training Program Impact the Development of Professional Research Skills, Student Engagement, Sense of Belonging, and Academic Outcomes?
Formal undergraduate research training programs are typically two years in length to support student development over time. However, some evidence suggests that many benefits of research participation can be achieved in a shorter duration, raising the question of whether shorter models can be as effective. This prospective study compared outcomes for two concurrent cohort-based research training models: a two-year Scholars Program and an accelerated one-year Fellows Program. The Fellows Program was designed for advanced students who joined the training program later than their peers for a variety of reasons. Both programs provided students with financial support, faculty-mentored research, a Learning Community, and other resources for professional development. The longer duration allowed Scholars to report significantly higher levels of research skills and produce more publications and professional presentations than Fellows by the end of their respective training programs. In contrast, the programs did not differ on graduation GPA, number of awards, or graduate school enrollment. Fellows also did not significantly differ from Scholars on psychosocial measures, including science/researcher identity, belongingness, cultural compatibility, family support, or time management. Findings suggest that a high-intensity, one-year model can deliver many broad academic and social benefits associated with the two-year model, while a longer two-year model provides students with more time and additional research opportunities to be more productive. We conclude that both types of programs should be available to best meet students' needs and to make the most effective use of program resources.
Journal Article
Social theory for teacher education research : beyond the technical-rational
\"Traditionally, teacher education research theory and practice have had a technical-rational focus on productions of knowledge, skills, performance and accountability. Such a focus serves to (re)produce current educational systems instead of noticing and critiquing the wider modes of domination that permeate schools and school systems. In Social Theory for Teacher Education Research, Kathleen Nolan, Jennifer Tupper and the contributors make arguments for drawing on social theories to inform research in teacher education - research that moves the agenda beyond technical-rational concerns toward building a critically reflexive stance for noticing and unpacking the socio-political contexts of schooling.\"--Back cover.
Book
Improving Representation of Underrepresented Minority (URM) Students in Oncology Biomedical Research Workforce: Outcome Evaluation from the ReTOOL Program
The Research Training Opportunities for Outstanding Leaders (ReTOOL) program was implemented in 2012 to increase the representation of racial and ethnic minorities in the biomedical workforce. Specifically, the ReTOOL program aims to foster the capacity for scientific research among underserved populations as well as address the cultural appropriateness of research projects. This paper describes the impact of the ReTOOL program in enhancing the research training of underrepresented minority (URM) students. Forty URM students who completed the ReTOOL program between 2012 and 2019 were invited to participate in the program evaluation. The response rate was 73% with 29 participants. Of the 29 participants, 26 trainees self-identified as Black or African-American. A structured survey developed for the program was employed for data collection, using a Likert Scale ranging from 1 to 5, with 5 being the best. The item ratings ranged from 4.45 to 4.80. Responses to open-ended questions show that ReTOOL has been instrumental in socializing and acculturating participants into the habits of scientific thinking. The combined use of quantitative and qualitative inquiry depicts that ReTOOL has been highly successful in fostering participant enrollment in advanced health-related or professional degree programs.
Journal Article
Preference of Chinese clinical researchers to participate in international clinical research training: a cross-sectional study
Background
Systematic and internationally standardized clinical research training has not traditionally been widely accessible. With the growing volume and improving quality of clinical research in China, a pressing question facing Chinese clinical investigators is how to enhance the global impact of their research outputs. This study seeks to examine the needs and preferences of Chinese clinical researchers with respect to international clinical research training.
Methods
An online questionnaire was distributed through the “
NEJM Medical Frontiers
” WeChat platform. The survey collected data on participants’ demographic characteristics, preference to participate in international clinical research, and their training needs and preferences. This study adopted a non-probability sampling approach, primarily utilizing a WeChat public platform to disseminate the questionnaire and invite user participation within a defined time frame. To further expand the sample, a peer referral strategy was employed, whereby participants were encouraged to share the survey with their contacts. Univariate and multivariate analyses were performed to identify factors associated with clinical researchers’ preferences for international training.
Results
Between January 11 and February 7, 2023, 324 questionnaires were completed, of which 312 were valid(physicians (66.7%,
n
= 208), with the remainder from universities, research institutes, or pharmaceutical-related companies (33.3%,
n
= 104)). Overall, 247 respondents (78.9%) expressed interest in international clinical research training. Those with a doctoral degree and first-author experience in Science Citation Index (SCI) publications (68.4%,
n
= 121,
P
= 0.040), particularly those with 1–9 publications (72.2%,
n
= 109,
P
= 0.028), were significantly more likely to show interest. These respondents also prioritized learning clinical research design methods (mean score: 7.28 vs. 6.52,
P
= 0.009), especially randomized controlled trials (
n
= 118,
P
= 0.048).
Conclusion
The findings suggest a potential demand for high-quality international clinical research training among certain groups of Chinese clinical researchers. Respondents with higher educational qualifications and SCI publication experience appeared more likely to express interest in engaging in rigorous research and in participating in international training programs. Their training priorities were primarily related to study design, with particular emphasis on the conduct of large-scale randomized controlled trials(RCTs).
Journal Article
Virtual Cancer Genomics: An Accessible and Effective Approach to Research Training for Undergraduates
To diversify the cancer research workforce, it is necessary to broaden the accessibility of audience appropriate training programs. Cancer research training opportunities for undergraduates are often geographically bound and have limited enrollment capacities. To address this problem, the Genomic Education team at The Jackson Laboratory designed a free, 2-week, virtual short course in cancer genomics open to students across the USA. Each summer students learn foundational concepts in cancer genomics while gaining valuable exposure to a range of careers in the field. We developed recruitment strategies prioritizing students who are underrepresented in research and successfully scaled the course without compromising the student experience by creating tiered levels of engagement and flexibility through a mix of synchronous and interactive asynchronous activities. This approach accommodates students who work or are otherwise unable to participate in mentored research away from their home institution. In addition to 1-h live sessions designed for didactic content delivery and interaction with researchers and clinicians, the course offers participants in the highest tier of engagement collaboration in small groups on an inquiry project at the intersection of cancer genomics and patient care. Formal assessment of student attitudes indicates significant benefits and gains from participation in this course. Greater than ninety percent of surveyed students indicated the course was an effective way to learn about cancer genomics, had a positive effect on their interest in science, and provided clarification of their career path, which attests to the value of creating accessible training formats for undergraduates who wish to engage in biomedicine.
Journal Article