A Framework for Training Transdisciplinary Scholars in Cancer Prevention and Control

James, Aimee S.; Gehlert, Sarah; Bowen, Deborah J.; Colditz, Graham A.

doi:10.1007/s13187-014-0771-2

Cited by 15 publications

(16 citation statements)

References 20 publications

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“…Despite a relative dearth of quantitative evaluation of team mentoring experiences, team mentoring continues to be a critical element of training programs for the inter- and transdisciplinary research work force. While there are validated tools to evaluate the individual mentor-mentee relationship, 24–27 it is not known whether being mentored by teams further amplifies these positive findings of mentoring or has negative effects.…”

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confidence: 99%

Team Mentoring for Interdisciplinary Team Science: Lessons From K12 Scholars and Directors

et al. 2017

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Purpose Mentoring is critical for academic success. As science transitions to a team science model, team mentoring may have advantages. The goal of this study was to understand the process, benefits, and challenges of team mentoring relating to career development and research. Method A national survey was conducted of Building Interdisciplinary Research Careers in Women’s Health (BIRCWH) program directors, current and former scholars s from 27 active National Institutes of Health (NIH)-funded BIRCWH NIH K12 programs to characterize and understand the value and challenges of the team approach to mentoring. Quantitative data were analyzed descriptively and qualitative thematically. Results Responses were received from 25/27 (93%) of program directors, 78/108 (72%) current scholars, and 91/162 (56%) former scholars. Scholars reported that team mentoring was beneficial to their career development (152/169, 90%) and research (148/169, 88%). Reported advantages included a diversity of opinions, expanded networking, development of stronger study designs, and modeling of different career paths. Challenges included scheduling and managing conflicting opinions. Advice by directors offered to junior faculty entering team mentoring included: not to be intimidated by senior mentors, be willing to navigate conflicting advice, be proactive about scheduling and guiding discussions, have an open mind to different approaches, be explicit about expectations and mentors’ roles (including importance of having a primary mentor to help navigate discussions), and meeting in person as a team. Conclusions These findings suggest that interdisciplinary/interprofessional team mentoring has many important advantages, but that skills are required to optimally utilize multiple perspectives.

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confidence: 99%

Team Mentoring for Interdisciplinary Team Science: Lessons From K12 Scholars and Directors

et al. 2017

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“…We emphasize the need for training junior faculty since traditionally most investigators have not been involved in TD research and thus many lack the skills and dispositions to engage successfully in TD collaborative efforts. While others have focused on TD training for graduate students and postdoctoral fellows, as those described by Nash et al (2003) and James, Gehlert , Bowen and Colditz. (2015), as a small academic institution without doctoral programs, this may not be feasible.…”

Section: Challenges and Lessons Learnedmentioning

confidence: 99%

Collaborative Transdisciplinary Research In A Small Institution: Challenges And Opportunities

2018

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Aim/Purpose In this paper, we discuss how a Transdisciplinary (TD) and a Community Based Participatory Research (CBPR) initiative was conceptualized, developed, implemented, and sustained at a small academic institution with limited research infrastructure, emphasizing die role of capacity building. Background Most examples of die implementation of TD research come from large-scale initiatives in research-intensive institutions or centers widi multiple resources to establish collaborations among experts from different disciplines. However less is known about die implementation of TD and CBPR initiatives in small academic settings. Methodology This paper includes a discussion of the challenges and lessons learned of this process in a teaching-intensive Hispanic Serving Institution (HSI), which included a research component as part of the institutional priorities when it transitioned to a 4-year college in 2001. Contribution We hope diat our experience helps odier researchers in similar institutions to engage in diis type of research. Findings In this case, a collaborative TD and CBPR initiative was successfully implemented despite limited resources for capacity building and research infrastructure, as well as diversity among researchers and community members. Recommendation for Researchers To sustain institutional collaborative capacity in this type of institution, authors recommend continuous capacity building efforts and the development of modules and/or courses to provide formal TD training for junior faculty while encouraging researchers to interact and collaborate. In addition, the importance of the role of the community liaison is highlighted. Impact on Society Successful TD and CBPR initiatives may have a positive impact on the reduction or elimination of health disparities which involve complex phenomena that requires a broad view from different perspectives. Future Research Even though capacity building can facilitate the implementation of TD and CBPR, many challenges arise as an inherent result of community engagement and the integration of different disciplines. Thus, the need of continuous reflection to acknowledge them becomes critical for advancing TD and CBPR efforts.

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“…For instance, in the early 2000s, the National Academies and the Institute of Medicine both published reports promoting cross-disciplinary education (6–8). Cross-disciplinary approaches are particularly relevant for complex social or health problems (9). In addition, increasingly, trainees must be prepared for a wide variety of careers outside of traditional bench science.…”

Section: Transcending Disciplines To Solve Big Problemsmentioning

confidence: 99%

“…To create a scientific enterprise that is more sustainable, it will be important to help early career scientists to pursue a broader range of careers (12). Though training programs have historically focused on single disciplines (9), a few others have taken a transdisciplinary approach to training similar to the SRP. For example, to address the complex problem of cancer prevention and control, Washington University in St. Louis launched a transdisciplinary training program in its Division of Public Health Sciences (9).…”

Section: Transcending Disciplines To Solve Big Problemsmentioning

confidence: 99%

The National Institute of Environmental Health Sciences Superfund Research Program: a model for multidisciplinary training of the next generation of environmental health scientists

Carlin

Henry

Heacock

et al. 2017

Reviews on Environmental Health

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AbstractThe National Institute of Environmental Health Sciences (NIEHS) Superfund Research Program (SRP) funds university-based, multidisciplinary research on human health and environmental science and engineering with the central goals to understand how hazardous substances contribute to disease and how to prevent exposures to these environmental chemicals. This multi-disciplinary approach allows early career scientists (e.g. graduate students and postdoctoral researchers) to gain experience in problem-based, solution-oriented research and to conduct research in a highly collaborative environment. Training the next generation of environmental health scientists has been an important part of the SRP since its inception. In addition to basic research, the SRP has grown to include support of broader training experiences such as those in research translation and community engagement activities that provide opportunities to give new scientists many of the skills they will need to be successful in their field of research. Looking to the future, the SRP will continue to evolve its training component by tracking and analyzing outcomes from its trainees by using tools such as the NIEHS CareerTrac database system, by increasing opportunities for trainees interested in research that goes beyond US boundaries, and in the areas of bioinformatics and data integration. These opportunities will give them the skills needed to be competitive and successful no matter which employment sector they choose to enter after they have completed their training experience.

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A Framework for Training Transdisciplinary Scholars in Cancer Prevention and Control

Cited by 15 publications

References 20 publications

Team Mentoring for Interdisciplinary Team Science: Lessons From K12 Scholars and Directors

Team Mentoring for Interdisciplinary Team Science: Lessons From K12 Scholars and Directors

Collaborative Transdisciplinary Research In A Small Institution: Challenges And Opportunities

The National Institute of Environmental Health Sciences Superfund Research Program: a model for multidisciplinary training of the next generation of environmental health scientists

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