A CTSA‐Sponsored Program for Clinical Research Coordination: Networking, Education, and Mentoring

Brandt, Debra; Bosch, Michael; Bayless, M.; Sinkey, Christine A.; Bodeker, Kellie L.; Sprenger, Kimberly J.; Johnson, Karen E.; Gilmore, Julie M. Eichenberger

doi:10.1111/j.1752-8062.2011.00259.x

Cited by 7 publications

(6 citation statements)

References 8 publications

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“…Professional satisfaction with the SC’s role was also assessed. Based on expert consensus and a review of the literature [11,12,14,17], dimensions of the SC’s role specific to DCCT/EDIC were utilized to construct classifications of ‘functions and/or responsibilities that best describe your current EDIC role’. Survey responses were tallied in Excel and frequencies are reported.…”

Section: Methodsmentioning

confidence: 99%

“…Castro and colleagues articulated the domains and dimensions of practice for two roles: clinical research nurse and research nurse coordinator. In addition, the first professional association for research nurses, the International Association of Clinical Research Nurses (IACRN) was founded in 2009, and clinical research certification programs are now offered by many academic institutions and commercial organizations (1, 14) .…”

Section: Introductionmentioning

confidence: 99%

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Evolution of the study coordinator role: The 28-year experience in Diabetes Control and Complications Trial/Epidemiology of Diabetes Interventions and Complications (DCCT/EDIC)

et al. 2012

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Background The role of the study coordinator (SC) in multi-center studies of long duration has received limited attention. Purpose To describe the evolution of the SC's role during the 28-year Diabetes Control and Complications Trial (DCCT) and its follow-up study, the Epidemiology of Diabetes Interventions and Complications (EDIC) study. Methods The evolution in the SC position from the traditional role of protocol implementation to that of research collaborator and co-investigator, based on personal experience and observation, is described in detail. Findings from a survey regarding professional demographics and job satisfaction, completed by all 28 SC's in 2010, provided additional information. We used dimensions of the SC role specific to DCCT/EDIC to construct a classification schema of functions and responsibilities that describe the SC role. Results Among the 28 SCs, 24 were nurses, 12 held bachelor's degrees, 11 had a master's degree, 19 were Certified Diabetes Educators (CDEs), 12 had worked with DCCT/EDIC for more than 20 years and 5 had been with the study since its inception (> 26 years). Responses confirmed a high degree of functional consistency across sites with data acquisition, performing study procedures, recruitment and consent for additional ancillary studies, regulatory management, scheduling, clinical consultation and ongoing contact with study participants frequently reported. Study-wide leadership activities, a category not generally included in the usual SC role, were reported by approximately 30% of SCs. The level of professional satisfaction was high with two thirds being very satisfied, one third moderately to quite satisfied, and none dissatisfied. Limitations The limitations include a relatively small sample size, self-reported data, and a single long-term multicenter trial and observational follow up study on which we based our findings and conclusions. Conclusions By optimizing their organizational and scientific contributions to the overall research endeavor, SCs in DCCT/EDIC have made major contributions to the unprecedented success of the study and report high job satisfaction. The efforts of the SCs have been integral to the remarkably high participant retention and data completion rates. The DCCT/EDIC experience may serve as a model for the role of the SC in future diabetes and other multi-center clinical trials.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Evolution of the study coordinator role: The 28-year experience in Diabetes Control and Complications Trial/Epidemiology of Diabetes Interventions and Complications (DCCT/EDIC)

et al. 2012

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“…However, they are not driven by the learner's pure interests but depend on separable consequences (the enhancement of one's work performance or credibility). Personal development goals can be ego-centered (e.g., increase self-esteem, improve PowerPoint skills) or more social-oriented (e.g., social networking, socialization within the organization) but all personal development goals have in common that they aim at developing skills for enhancing an individual's work performance or credibility (e.g., Brandt et al, 2011;Fitzpatrick et al, 2021;Louws et al, 2017). For example, an individual engaging in workplace learning with the goal of social networking might hope to gain new work-relevant knowledge in social interactions with others (Fitzpatrick et al, 2021).…”

Section: Categories Of Workplace Learning Goalsmentioning

confidence: 99%

A Categorization of Workplace Learning Goals for Multi-Stakeholder Recommender Systems: A Systematic Review

Hemmler

Rasch²

2022

TechTrends

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Educational recommender systems offer benefits for workplace learning by tailoring the selection of learning activities to the individual’s learning goals. However, existing systems focus on the learner as the primary stakeholder of learning processes and do not consider the organization’s perspective. We conducted a systematic review to develop a categorization of workplace learning goals for multi-stakeholder recommender systems. Out of an initial set of 13,198 publications exported from databases, a final sample of 34 key publications was identified, according to predefined inclusion criteria. Content analysis and reflective exchange were deployed to synthesize workplace learning goals investigated in the key publications. We identified five categories of workplace learning goals that can be arranged along a dimension from intrinsic (goals set exclusively by the learner) to external (goals set exclusively by the organization). Our categorization provides a common language for multi-stakeholder recommender systems incorporating both the learner’s and the organization’s perspectives.

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“…Research Professionals Networks (RPNs) have played a key role within CTSAs, providing infrastructure for networking and education for the CRP workforce [14,15]. In 2017, Boston University Medical Campus/Boston Medical Center (BUMC/BMC) launched the RPN Workshops as the primary educational initiative of its RPN, to specifically address the need for CRP continuing education.…”

Section: Introductionmentioning

confidence: 99%

A novel model of inter-institutional, peer-led, competency-based, interactive workshops for continuing education and professional development of clinical research professionals

Roth,

Lee-Chavarria,

Kolb

et al. 2024

J. Clin. Trans. Sci.

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Introduction: Clinical research requires a competent workforce of clinical research professionals (CRPs) who are well-trained to perform varied and complex tasks within their roles. The Joint Task Force for Clinical Trial Competency (JTF) framework established essential domains for conducting high-quality clinical research that can guide professional development of CRPs. The Research Professionals Network (RPN) Workshops were established in 2017 to focus on developing ongoing inter-institutional, peer-led, JTF-centric continuing education for CRPs. Four institutions and their affiliates are part of the collaboration. Methods: Workshop participant survey data and other metrics were collected over four academic years. Both quantitative and qualitative analyses were performed to assess participant experience and identify relevant themes. Results: Participants demonstrated overall high satisfaction with the workshops and significantly value the interpersonal, inter-institutional collaboration made possible through the workshops. Conclusions: These inter-institutional RPN Workshops have evolved into a Community of Practice, which can be expanded into future opportunities.

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A CTSA‐Sponsored Program for Clinical Research Coordination: Networking, Education, and Mentoring

Cited by 7 publications

References 8 publications

Evolution of the study coordinator role: The 28-year experience in Diabetes Control and Complications Trial/Epidemiology of Diabetes Interventions and Complications (DCCT/EDIC)

Evolution of the study coordinator role: The 28-year experience in Diabetes Control and Complications Trial/Epidemiology of Diabetes Interventions and Complications (DCCT/EDIC)

A Categorization of Workplace Learning Goals for Multi-Stakeholder Recommender Systems: A Systematic Review

A novel model of inter-institutional, peer-led, competency-based, interactive workshops for continuing education and professional development of clinical research professionals

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