Clinical and translational science
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Biomedical research enterprises require a large number of core facilities and resources to supply the infrastructure necessary for translational research. Maintaining the financial viability and promoting efficiency in an academic environment can be particularly challenging for medical schools and universities. ⋯ The projects were developed by CTSI project managers and business school faculty using service-learning principles to ensure learning for students who also received course credit for their participation. With three years of experience, the program demonstrates a successful partnership that improves clinical research infrastructure by promoting business best practices and providing a valued learning experience for business students.
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Since the concept of team science gained recognition among biomedical researchers, social scientists have been challenged with investigating evidence of team mechanisms and functional dynamics within transdisciplinary teams. Identification of these mechanisms has lacked substantial research using grounded theory models to adequately describe their dynamical qualities. Research trends continue to favor the measurement of teams by isolating occurrences of production over relational mechanistic team tendencies. ⋯ Through theoretical and emergent coding, four social mechanisms dominated in the analysis-change, kinship, tension, and heritage. Each contains relational social dynamics. This micro/meso level study suggests such mechanisms and dynamics are key features of team science and as such can inform problems of integration, praxis, and engagement in teams.
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To assess the impact of the NIH CTSA program on patient enrollment in clinical trials sponsored/collaborated by CTSA consortium institutions. ⋯ Our analysis provides evidence that the NIH CTSA funding program made a positive impact on patient enrollment.
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In the emerging field of clinical and translational science (CTS), where researchers use both basic and clinical science research methodologies to move discoveries to clinical practice, establishing standards of competence is essential for preparing physician-scientists for the profession and for defining the field. The diversity of skills needed to execute quality research within the field of CTS has heightened the importance of an educational process that requires learners to demonstrate competence. Particularly within the more applied clinical science disciplines where there is a multi- or interdisciplinary approach to conducting research, defining and articulating the unique role and associated competencies of a physician-scientist is necessary. This paper describes a systematic process for developing a competency-based educational framework within a CTS graduate program at one institution.
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Supporting clinical research is a national priority. Clinician scientists are rare and clinical trials in academic medical centers (AMC) often fail to meet enrollment goals. Undergraduate students interested in biomedical careers often lack opportunities to perform clinical research. ⋯ The Clinical Research Methods and Practice class addresses barriers to clinical research in AMC. This may be a model for institutions committed to mentoring students early in their career and to developing infrastructures for clinical research.