BackgroundCurrently, national training programs do not have the capacity to meet the growing demand for dissemination and implementation (D&I) workforce education and development. The Colorado Research in Implementation Science Program (CRISP) developed and delivered an introductory D&I workshop adapted from national programs to extend training reach and foster a local learning community for D&I.MethodsTo gauge interest and assess learning needs, a pre-registration survey was administered. Based on feedback, a 1.5-day workshop was designed. Day 1 introduced D&I frameworks, strategies, and evaluation principles. Local and national D&I experts provided ignite-style talks on key lessons followed by panel discussion. Breakout sessions discussed community engagement and applying for D&I grants. A workbook was developed to enhance the training and provided exercises for application to an individual’s projects. Day 2 offered expert-led mentoring sessions with selected participants who desired advanced instruction. Two follow-up surveys (immediate post-workshop, 6 months) assessed knowledge gained from participation and utilization of workshop content.ResultsNinety-three workshop registrants completed an assessment survey to inform workshop objectives and curriculum design; 43 % were new and 54 % reported a basic understanding of the D&I field. Pre-registrants intended to use the training to “apply for a D&I grant” (73 %); “incorporate D&I into existing projects” (76 %), and for quality improvement (51 %). Sixty-eight individuals attended Day 1; 11 also attended Day 2 mentoring sessions. In the 1-week post-workshop survey (n = 34), 100 % strongly agreed they were satisfied with the training; 97 % strongly agreed the workshop workbook was a valuable resource. All Day 2 participants strongly agreed that working closely with faculty and experts increased their overall confidence. In the 6-month follow-up evaluation (n = 23), evidence of new D&I-related manuscripts and grant proposals was found. Training materials were published online (www.ucdenver.edu/implementation/workshops) and disseminated via the National Institutes of Health (NIH) Clinical and Translational Science Awards Consortium. To sustain reach, CRISP adapted the materials into an interactive e-book (www.CRISPebooks.org) and launched a new graduate course.ConclusionsLocal D&I training workshops can extend the reach of national training programs.
This paper is the first in a five-part series on the clinical and translational science educational pipeline and presents strategies to support recruitment and retention to create diverse pathways into clinical and translational research (CTR). The strategies address multiple levels or contexts of persistence decisions and include: 1) creating a seamless pipeline by forming strategic partnerships to achieve continuity of support for scholars and collective impact; 2) providing meaningful research opportunities to support identity formation as a scientist and sustain motivation to pursue and persist in CTR careers; 3) fostering an environment for effective mentorship and peer support to promote academic and social integration; 4) advocating for institutional policies to alleviate environmental pull factors; and, 5) supporting program evaluation – particularly, the examination of longitudinal outcomes. By combining institutional policies that promote a culture and climate for diversity with quality, evidence-based programs and integrated networks of support, we can create the environment necessary for diverse scholars to progress successfully and efficiently through the pipeline to achieve NIH’s vision of a robust CTR workforce.
Pre/Post Mentee Only Questions Confidence Items: As of today, how confident do you feel in each of the following areas? (In responding to this question, please reflect on all of the mentor-mentee relationships you have.) On a scale 1-5, where 1 = not at all confident and 5 = extremely confident.1. Discerning and applying insights about interpersonal communication styles 2. Asking for feedback and/or advice about career objectives 3. Creating career development plans 4. Articulating goals and progress toward their achievement with mentor 5. Networking to engage social and professional support to realize my goals 6. Knowing what characteristics to look for in current/ future mentors 7. Connecting with potential/ future mentors (e.g., knowing how to approach them) 8. Managing work environment (e.g., tasks and timelines, prioritizing work most fruitful to advancing research and career objectives, etc.) Mentoring Items What type(s) of mentors do you feel you currently have as sources of ongoing support? (please check all that apply)o Lead Mentor (i.e., overall responsibility for guiding and supporting the development of research, career and well-being) o Career Mentor (i.e., guidance regarding career development, professional networking and promotion opportunities) o Research Mentor (i.e., guidance about study design, analysis, IRB issues, etc.) o Peer Mentor (the type of support, though similar to that already listed, is provided by someone of similar rank and/or level of experience) *3 mentors participated more than once during this time period; there were 76 unique mentors.
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