Personalized training pathways for translational science trainees: Building on a framework of knowledge, skills, and abilities across the translational science spectrum
AbstractBackground:In order to conduct translational science, scientists must combine domain-specific expertise with knowledge on how to identify and cross translational hurdles, and insights on positioning discoveries for the next translational stage. Expert educators from the Clinical and Translat...
| Main Authors: | , , , , , , , , |
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| Format: | Article |
| Language: | English |
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Cambridge University Press
2020-04-01
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| Series: | Journal of Clinical and Translational Science |
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| Online Access: | https://www.cambridge.org/core/product/identifier/S205986611900445X/type/journal_article |
| _version_ | 1811156829641637888 |
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| author | Susan Pusek Beth Knudson Joel Tsevat Cecilia M. Patino David D. Chaplin David H. Ingbar Jason G. Umans Joan Nagel Rebecca D. Jackson |
| author_facet | Susan Pusek Beth Knudson Joel Tsevat Cecilia M. Patino David D. Chaplin David H. Ingbar Jason G. Umans Joan Nagel Rebecca D. Jackson |
| author_sort | Susan Pusek |
| collection | DOAJ |
| description | AbstractBackground:In order to conduct translational science, scientists must combine domain-specific expertise with knowledge on how to identify and cross translational hurdles, and insights on positioning discoveries for the next translational stage. Expert educators from the Clinical and Translational Science Awards (CTSA) Consortium identified 97 knowledge, skills, and abilities (KSAs) important to include in training programs for translational scientists. To assist educators and trainees to use these KSAs, a conceptual model called “Personalized Pathways” was developed that prioritizes KSAs based on trainee background, research area, or phenotype, and expertise on the research team.Purpose:To understand how CTSA educators prioritize specific KSAs when developing personalized training plans for different translational phenotypes and to identify areas of similarity and difference across phenotypes.Methods:A web-based, cross-sectional survey of CTSA educators was done. For a selected phenotype, respondents recommended one of four levels of mastery for each of the 97 KSAs. Results were tabulated by frequency, weighted by importance, and divided into tertiles representing high, middle, and lower priority KSAs. Agreement across phenotypes was compared using Krippendorff’s alpha.Results:Ten KSAs were high training priority for Preclinical, Clinical, and Community-Engaged phenotypes. These address research methods, responsible conduct of research, team building, and communicating research results. Nine KSAs were in the next tertile for priority reflecting KSAs in biostatistics, bioinformatics, regulatory precepts, and translating implications of research findings.Conclusion:A smaller set of KSAs can be prioritized for training Preclinical-, Clinical-, and Community-Engaged researchers. Future work should explore this approach for other phenotypes. |
| first_indexed | 2024-04-10T04:56:35Z |
| format | Article |
| id | doaj.art-0eb2b34bbe524920bcb1dd792346da0b |
| institution | Directory Open Access Journal |
| issn | 2059-8661 |
| language | English |
| last_indexed | 2024-04-10T04:56:35Z |
| publishDate | 2020-04-01 |
| publisher | Cambridge University Press |
| record_format | Article |
| series | Journal of Clinical and Translational Science |
| spelling | doaj.art-0eb2b34bbe524920bcb1dd792346da0b2023-03-09T12:29:53ZengCambridge University PressJournal of Clinical and Translational Science2059-86612020-04-01410210710.1017/cts.2019.445Personalized training pathways for translational science trainees: Building on a framework of knowledge, skills, and abilities across the translational science spectrumSusan Pusek0https://orcid.org/0000-0002-8393-9501Beth Knudson1Joel Tsevat2Cecilia M. Patino3David D. Chaplin4David H. Ingbar5Jason G. Umans6Joan Nagel7Rebecca D. Jackson8NC TraCS Institute, University of North Carolina at Chapel Hill, Chapel Hill, NC, USAInstitute for Clinical and Translational Science, University of Iowa, Iowa City, IA, USAInstitutional Clinical and Translational Science Award KL2 Program and Department of Medicine, University of Texas Health Science Center at San Antonio, San Antonio, TX, USAWorkforce Development and KL2 Programs, Southern California Clinical and Translational Science Institute, and Department of Preventive Medicine, University of Southern California, Los Angeles, CA, USACenter for Clinical and Translational Science, University of Alabama at Birmingham, Birmingham, AL, USACTSI Research Education, Career Development, and Training Core and Department of Medicine, University of Minnesota School of Medicine, Minneapolis, MN, USATranslational Workforce Development and KL2 Programs, Georgetown-Howard Universities Center for Clinical and Translational Science, Washington, DC, USANational Center for Advancing Translational Sciences, National Institutes of Health, Bethesda, MD, USAThe Center for Clinical and Translational Science and Department of Internal Medicine, The Ohio State University, Columbus, OH, USAAbstractBackground:In order to conduct translational science, scientists must combine domain-specific expertise with knowledge on how to identify and cross translational hurdles, and insights on positioning discoveries for the next translational stage. Expert educators from the Clinical and Translational Science Awards (CTSA) Consortium identified 97 knowledge, skills, and abilities (KSAs) important to include in training programs for translational scientists. To assist educators and trainees to use these KSAs, a conceptual model called “Personalized Pathways” was developed that prioritizes KSAs based on trainee background, research area, or phenotype, and expertise on the research team.Purpose:To understand how CTSA educators prioritize specific KSAs when developing personalized training plans for different translational phenotypes and to identify areas of similarity and difference across phenotypes.Methods:A web-based, cross-sectional survey of CTSA educators was done. For a selected phenotype, respondents recommended one of four levels of mastery for each of the 97 KSAs. Results were tabulated by frequency, weighted by importance, and divided into tertiles representing high, middle, and lower priority KSAs. Agreement across phenotypes was compared using Krippendorff’s alpha.Results:Ten KSAs were high training priority for Preclinical, Clinical, and Community-Engaged phenotypes. These address research methods, responsible conduct of research, team building, and communicating research results. Nine KSAs were in the next tertile for priority reflecting KSAs in biostatistics, bioinformatics, regulatory precepts, and translating implications of research findings.Conclusion:A smaller set of KSAs can be prioritized for training Preclinical-, Clinical-, and Community-Engaged researchers. Future work should explore this approach for other phenotypes.https://www.cambridge.org/core/product/identifier/S205986611900445X/type/journal_articleTrainingeducationworkforcecareer developmentcompetency |
| spellingShingle | Susan Pusek Beth Knudson Joel Tsevat Cecilia M. Patino David D. Chaplin David H. Ingbar Jason G. Umans Joan Nagel Rebecca D. Jackson Personalized training pathways for translational science trainees: Building on a framework of knowledge, skills, and abilities across the translational science spectrum Journal of Clinical and Translational Science Training education workforce career development competency |
| title | Personalized training pathways for translational science trainees: Building on a framework of knowledge, skills, and abilities across the translational science spectrum |
| title_full | Personalized training pathways for translational science trainees: Building on a framework of knowledge, skills, and abilities across the translational science spectrum |
| title_fullStr | Personalized training pathways for translational science trainees: Building on a framework of knowledge, skills, and abilities across the translational science spectrum |
| title_full_unstemmed | Personalized training pathways for translational science trainees: Building on a framework of knowledge, skills, and abilities across the translational science spectrum |
| title_short | Personalized training pathways for translational science trainees: Building on a framework of knowledge, skills, and abilities across the translational science spectrum |
| title_sort | personalized training pathways for translational science trainees building on a framework of knowledge skills and abilities across the translational science spectrum |
| topic | Training education workforce career development competency |
| url | https://www.cambridge.org/core/product/identifier/S205986611900445X/type/journal_article |
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