Developing a team science workshop for early-career investigators

Abstract

Introduction:High impact biomedical research is increasingly conducted by large, transdisciplinary, multisite teams in an increasingly collaborative environment. Thriving in this environment requires robust teamwork skills, which are not acquired automatically in the course of traditional scientific education. Team science skills training does exist, but most is directed at clinical care teams, not research teams, and little is focused on the specific training needs of early-career investigators, whose early team leadership experiences may shape their career trajectories positively or negatively. Our research indicated a need for team science training designed specifically for early-career investigators.Methods:To address this need, we designed and delivered a 2-day workshop focused on teaching team science skills to early-career investigators. We operationalized team science competencies, sought the advice of team science experts, and performed a needs assessment composed of a survey and a qualitative study. Through these multiple approaches, we identified and grouped training priorities into three broad training areas and developed four robust, hands-on workshop sessions.Results:Attendees comprised 30 pre- and post-doc fellows (TL1) and early-career faculty (KL2 and K12). We assessed impact with a pre- and post-workshop survey adapted from the Team Skills Scale. Results from the pre- and post-test Wilcoxon signed-rank analysis (n = 25) showed statistically significant improvement in team science skills and confidence. Open-ended responses indicated that the workshop focus was appropriate and well targeted to the trainees’ needs.Conclusions:Although team science education is still very much in its infancy, these results suggest that training targeted to early-career investigators improves team skills and may foster improved collaboration.

Implementation and evaluation of team science training for interdisciplinary teams in an engineering design program

“…18,22,[42][43][44] While there has been a growing acknowledgement of the need for team science training for interdisciplinary translational research teams, we are not aware of any previous studies involving student-professional teams. 45 In the engineering literature, multiple programs have incorporated a collaborative student-professional design approach to address unmet health needs. Ours may be the Notes.…”

Can fundamental care be advanced using the science of care framework?

“…The concept of team is not clearly defined in the Fundamentals of Care Framework, yet effective teamwork and communication that involve process and relational aspects of fundamental care and are widely acknowledged as contributing to safe and high, quality patient care (Borzecki & Rosen, 2020). The field of team science is a young evolving field that is drawing from other fields of research including business and organizational behaviour with emerging scholarship on team science (Bennett & Gadlin, 2012; Mayowski et al, 2019). Team science leverages the strengths and expertise of a variety of professionals educated in different disciplines in an industry (interprofessional) and outside the industry (transdisciplinary) (Bennett & Gadlin, 2012).…”

“…Team science leverages the strengths and expertise of a variety of professionals educated in different disciplines in an industry (interprofessional) and outside the industry (transdisciplinary) (Bennett & Gadlin, 2012). Team science emphasizes well‐functioning teams, psychological safety and shared mental models (Bennett & Gadlin, 2012; Mayowski et al, 2019; Bennett et al, 2018) and focuses on gaining insight into and improving the processes and outcomes that optimize the efficiency, productivity and effectiveness of teams (Bennett & Gadlin, 2012; Börner et al, 2010; Stokols et al, 2008).…”

Translating the learning sciences into practice: A primer for clinical and translational educators

“…Translational science is taught in a range of contexts, including credit-bearing courses in master's, PhD, and certificate programs; training programs for early career investigators; professional development workshops and seminars in areas such as mentorship [30,31], leadership [32][33][34], equity and inclusion [35,36], teamwork and team science [37][38][39]; and in the informal space of mentor-mentee relationships and interdisciplinary collaborations [40]. Both formal and informal curricula in the CTSIs tend to be practical rather than theoretical, focused on skill-building in discrete competency areas (e.g., statistical knowledge, grantsmanship, qualitative research skills [41,42]).…”