Dataset Information

Advancement of multidisciplinary education and research in translational sciences: MERITS program development at Duke University.

ABSTRACT:

Introduction

The Duke Multidisciplinary Education and Research in Translational Sciences Program provides educational resources for faculty and trainees in translational research.

Methods

To aid in program development, we assessed perceptions of translational science through focus groups targeting different career stages.

Results

In total, 3 essential themes emerged: collaboration, movement toward application, and public health impact. Facilitators and barriers varied among groups.

Conclusion

Training programs must provide specific strategies for collaboration and selectively accelerating discoveries to therapies.

SUBMITTER: Freel SA

PROVIDER: S-EPMC6799111 | biostudies-literature | 2018 Feb

REPOSITORIES: biostudies-literature

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Publications

Advancement of multidisciplinary education and research in translational sciences: MERITS program development at Duke University.

Freel Stephanie A SA Fish Laura J LJ Mirman Benjamin B Sudan Ranjan R Devi Gayathri R GR

Journal of clinical and translational science 20180201 1

<h4>Introduction</h4>The Duke Multidisciplinary Education and Research in Translational Sciences Program provides educational resources for faculty and trainees in translational research.<h4>Methods</h4>To aid in program development, we assessed perceptions of translational science through focus groups targeting different career stages.<h4>Results</h4>In total, 3 essential themes emerged: collaboration, movement toward application, and public health impact. Facilitators and barriers varied among ...[more]

PMID: 31660219

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Project description:BackgroundIn 1985 medical schools were integrated into the Ministry of Health, and the Ministry of Health and Medical Education was created in Iran. Under this infrastructure education, research and service provision are unified, and it is expected that collaboration between researchers and decision makers become easier in such an integrated context.The question here is how the researchers behavior in the biggest medical university of the country towards collaboration is, i.e. how much do decision makers participate in different stages of research? Which factors affect it?MethodologyThe samples under study were all Tehran University of Medical Sciences (TUMS) completed research projects that had gotten grants in 2004 and were over by the time this study was done. Two questionnaires were designed for this study: i) the research checklist which was filled for 301 projects, ii) the researcher's questionnaire, which was sent to principle investigators, 208 of which were collected. Multiple linear regression analysis was used for evaluating the potential factors affecting individuals 'collaboration score'.ResultsOnly 2.2 percent of TUMS' projects initiated in 2004 have had collaboration as a joint PI or co-investigator from non-academic organizations. The principle investigators mean collaboration score was 2.09, where 6 was the total score. So the collaboration score obtained was 35%. The 'type of research' had significant association with the collaboration score which is shown in the linear regression; collaboration was seen more in clinical (p = 0.007) and health system researches (p = 0.001) as compared to basic research.ConclusionThe present study shows that not many individuals collaborated as co-investigators from outside the university. This finding shows that research policy makers need to introduce interventions in this field. And assessment of barriers to collaboration and its facilitating factors should be considered in order to make it actually happen.

Project description:ObjectivesMulti-institutional research increases the generalizability of research findings. However, little is known about characteristics of collaborations across institutions in health sciences education research. Using a systematic review process, the authors describe characteristics of published, peer-reviewed multi-institutional health sciences education research to inform educators who are considering such projects.MethodsTwo medical librarians searched MEDLINE, the Education Resources Information Center (ERIC), EMBASE, and CINAHL databases for English-language studies published between 2004 and 2013 using keyword terms related to multi-institutional systems and health sciences education. Teams of two authors reviewed each study and resolved coding discrepancies through consensus. Collected data points included funding, research network involvement, author characteristics, learner characteristics, and research methods. Data were analyzed using descriptive statistics.ResultsOne hundred eighteen of 310 articles met inclusion criteria. Sixty-three (53%) studies received external and/or internal financial support (87% listed external funding, 37% listed internal funding). Forty-five funded studies involved graduate medical education programs. Twenty (17%) studies involved a research or education network. Eighty-five (89%) publications listed an author with a master's degree or doctoral degree. Ninety-two (78%) studies were descriptive, whereas 26 studies (22%) were experimental. The reported study outcomes were changes in student attitude (38%; n=44), knowledge (26%; n=31), or skill assessment (23%; n=27), as well as patient outcomes (9%; n=11).ConclusionsMulti-institutional descriptive studies reporting knowledge or attitude outcomes are highly published. Our findings indicate that funding resources are not essential to successfully undertake multi-institutional projects. Funded studies were more likely to originate from graduate medical or nursing programs.

Dataset Information

Advancement of multidisciplinary education and research in translational sciences: MERITS program development at Duke University.

Introduction

Methods

Results

Conclusion

Publications

Advancement of multidisciplinary education and research in translational sciences: MERITS program development at Duke University.

Similar Datasets

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