Within the Biostatistics, Epidemiology, and Research Design (BERD) component of the Northwestern University Clinical and Translational Sciences Institute, we created a mentoring program to complement training provided by the associated Multidisciplinary Career Development Program (KL2). Called Research design Analysis Methods Program (RAMP) Mentors, the program provides each KL2 scholar with individualized, hands-on mentoring in biostatistics, epidemiology, informatics, and related fields, with the goal of building multidisciplinary research teams. From 2015 to 2019, RAMP Mentors paired 8 KL2 scholars with 16 individually selected mentors. Mentors had funded/protected time to meet at least monthly with their scholar to provide advice and instruction on methods for ongoing research, including incorporating novel techniques. RAMP Mentors has been evaluated through focus groups and surveys. KL2 scholars reported high satisfaction with RAMP Mentors and confidence in their ability to establish and maintain methodologic collaborations. Compared with other Northwestern University K awardees, KL2 scholars reported higher confidence in obtaining research funding, including subsequent K or R awards, and selecting appropriate, up-to-date research methods. RAMP Mentors is a promising partnership between a BERD group and KL2 program, promoting methodologic education and building multidisciplinary research teams for junior investigators pursuing clinical and translational research.
A unique Responsible Conduct of Research (RCR) course was created for Ph.D., M.D., and M.D./Ph.D. postdoctoral fellows and junior faculty at Northwestern University, some of whom had prior RCR training and some of whom did not. The unique feature of the course is its dual focus on learning the core elements of RCR and preparing participants for being responsible for guiding and monitoring RCR behaviors of others. These more advanced but still junior scientists are at a key junction where they are beginning to mentor and supervise others. A second unique element is a required conversation on at least two RCR topics with their current mentors, with a short written report, modeling explicit conversations about RCR prospectively. Overall response has been very positive with a high level of engagement. Formal and informal evaluation feedback reveals how participants see the value of the course and how it has shaped how they intend to guide others in the future. An important goal of the course is to also position high quality RCR and RCR training within the research environment, not just the classroom.
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