Career orientation and perceived professional competence among clinical research coordinators

Rojewski, Jay W.; Choi, Ikseon; Hill, Janette R.; Ko, Yeonjoo; Walters, Katherine L; Kwon, Sejung; McCauley, Linda

doi:10.1017/cts.2019.385

Cited by 7 publications

(8 citation statements)

References 36 publications

(44 reference statements)

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“…A recent survey of clinical research coordinators showed lower levels of perceived competence in areas related to regulations and product development. (13) The priority placed on trainings in research compliance and research administration may be explained by the majority of responding staff self-identifying as research coordinators.…”

Section: Discussionmentioning

confidence: 99%

Clinical and translational research workforce education survey identifies needs of faculty and staff

Loucks

Harvey

Lee-Chavarria

et al. 2021

J. Clin. Trans. Sci.

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Developing the translational research workforce is a goal established by the National Center for Advancing Translational Science for its network of Clinical and Translational Science Award Program hubs. We surveyed faculty and research staff at our institution about their needs and preferences, utilization of existing trainings, and barriers and facilitators to research training. A total of 545 (21.9%) faculty and staff responded to the survey and rated grant development, research project development, and professional development among their top areas for further training. Faculty prioritized statistical methods and dissemination and implementation, while staff prioritized research compliance and research administration. Faculty (73.9%; n = 119) and staff (87.3%; n = 165) reported that additional training would give them more confidence in completing their job responsibilities. Time and lack of awareness were the most common barriers to training. Our results indicate the value of training across a range of topics with unique needs for faculty and staff. This pre-COVID survey identified time, awareness, and access to training opportunities as key barriers for faculty and staff. The shift to remote work spurred by the pandemic has further heightened the need for effective and readily accessible online trainings to enable continuous development of the clinical and translational research workforce.

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Section: Discussionmentioning

confidence: 99%

Clinical and translational research workforce education survey identifies needs of faculty and staff

Loucks

Harvey

Lee-Chavarria

et al. 2021

J. Clin. Trans. Sci.

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“…Development of skills to become a successful medical professional, including professional behavior, goal setting, establishing and maintaining self-esteem, time management, and teamwork [8]. We referenced that perceived professional competence among clinical research coordinators recommended three career constructs including career engagement (CE), career planning (CP), and career satisfaction (CS) were selected to represent career orientation [9]. Career engagement (CE) represented the degree of proactively exhibiting different career behaviors to enhance career development, is of theoretical, organizational, and personal importance [10].…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Current Situation in Career Development and Training of Teaching Physician

Yang¹,

Zhang²,

Xia³

et al. 2021

JFMHC

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Background: Extreme competition for grant funding or publications to gain career promotion in an affiliated hospital has outsized negative effects on doctor to gain career promotion in China these years. This research seeks to explore the relationships between evaluation of a teaching physician and their actual aptitude towards career promotion. Methods: This study was offered to all teachers and standardized residency training students at Shanghai General Hospital affiliated to Shanghai Jiao Tong University. A web-based survey was conducted to identify individuals' aptitude to teaching physician. A total of 240 participants entered and finished the study, including 140 teachers and 100 standardized residency training students. The questions consisted of how teaching physician is assessed, the percentage of clinical, scientific work and teaching grant funding/awards/publications of teaching physician, as well as attitude towards training in teaching. Results: Teaching physicians tried to satisfy scientific research or grant funding/awards/publications requirements and failed to apply time on teaching, thus affect the teaching quality. Teaching training can serve as an approach to ensure career growth and advancement in medical education. Teaching physicians should be equipped with teaching skills and educational administration in teaching curriculum development. Conclusions: We recommend the outstanding teaching physician should not only be equipped with clinical skills, but also be full of teaching enthusiasm and methods as well as improved quality of teaching through training.

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“…According to Rojewski et al (2019), career orientation is viewed as the values articulated and plans made by an employee that have bearing on job-related choices. This implies that career orientations represent employees' preferences on specific jobrelated prospects, settings and kinds of work.…”

Section: Career Orientationmentioning

confidence: 99%

Model of talent management for registered nurses in Malawian public hospitals

Dzimbiri

Molefi

2022

SA Journal of Industrial Psychology

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Research purpose: This research aims to investigate the relationship between talent management and job satisfaction, innovative work behaviour, work engagement and career orientation amongst registered nurses in public hospitals of Malawi. Motivation of the study:The development of a structured model will contribute to new knowledge in human resources management because no relationship of this kind exists. The model illustrates the interactive relationship between talent management, job satisfaction, innovative work behaviour, work engagement and career orientation.Research approach/design and method: A quantitative research (cross-sectional) was conducted in public hospitals of Malawi by administering the adapted Human Capital Index Questionnaire, Minnesota Job Satisfaction Questionnaire (MSQ), the Innovative Work Behaviour Scale (IBS), the Utrecht Work Engagement Scale (UWES) and the Career Orientation Inventory (COI). The Spearman's rank correlation (r) was used to determine the connection between the study variables. Main findings:The results demonstrated a strong positive relationship between talent management and job satisfaction (r = 0.501, p < 0.001) but a weaker relationship with innovative behaviour (r = 0.408, p < 0.001), dimensions of work engagement (vigour, dedication and absorption) and career orientation (r = 0.488, p < 0.001). Furthermore, the results showed that job satisfaction was strongly positively associated with innovative behaviour (r = 0.567, p < 0.001), career orientation (r = 0.599, p < 0.001) and work engagement. There was a constructive relationship between innovative work behaviour, work engagement (r = 0.631, p < 0.001) and career orientation (r = 0.633, p < 0.001). Career orientation was strongly associated with work engagement (r = 0.696, p < 0.001).Practical/managerial implications: Talent management impacts skill demands placed on the workforce for the kind of hired staff and how they are trained, assessed and rewarded. It also stimulates employees' job satisfaction, innovative work behaviour, work engagement and career orientation. This study highlights the need for hospital management to give proper attention to the effective implementation of talent management practices and strives to resolve the challenges of implementing those practices. Contribution/value-add:This study offers the opportunity for health sector leaders to reflect on how they manage talent in hospitals, giving them the best practices of implementing talent management practices. Furthermore, there exists a lack of research illustrating the relationship between talent management and job satisfaction, innovative work behaviour, work engagement and career orientation. This explains the significance of this study.

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Career orientation and perceived professional competence among clinical research coordinators

Cited by 7 publications

References 36 publications

Clinical and translational research workforce education survey identifies needs of faculty and staff

Clinical and translational research workforce education survey identifies needs of faculty and staff

Evaluation of Current Situation in Career Development and Training of Teaching Physician

Model of talent management for registered nurses in Malawian public hospitals

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