Development of a clinical and translational research curriculum for undergraduate students

Abstract

Introduction: Research participation during undergraduate years has a powerful influence on career selection and attitudes toward scientific research. Most undergraduate research programs in academic health centers are oriented toward basic research or address a particular disease focus or research discipline. Undergraduate research programs that expose students to clinical and translational research may alter student perceptions about research and influence career selection. Methods: We developed an undergraduate summer research curriculum, anchored upon a clinical and translational research study developed to address a common unmet needs in neonatal nurseries (e.g., assessment of neonatal opioid withdrawal syndrome). Program topics reflected the cross-disciplinary expertise that contributed to the development of this “bedside to bench” study, including opioid addiction, vulnerable populations, research ethics, statistics, data collection and management, assay development, analytical laboratory analysis, and pharmacokinetics. The curriculum was delivered through three offerings over 12 months, using Zoom video-conferencing due to restrictions imposed by the COVID-19 pandemic. Results: Nine students participated in the program. Two-thirds reported the course enhanced their understanding of clinical and translational research. Over three-quarters reported the curriculum topics were very good or excellent. In open-ended questions, students reported that the cross-disciplinary nature of the curriculum was the strongest aspect of the program. Conclusion: The curriculum could be readily adapted by other Clinical and Translational Science Award programs seeking to provide clinical and translational research-oriented programs to undergraduate students. Application of cross-disciplinary research approaches to a specific clinical and translational research question provides students with relevant examples of translational research and translational science.

Lessons learned from implementing a diversity, equity, and inclusion curriculum for health research professionals at a large academic research institution

“…We conducted a literature review within the Journal of Clinical and Translational Science and using the keywords “diversity, equity, inclusion, and curriculum.” The results identified 6 relevant articles that focused on curriculum development for trainees [ 19 , 20 ], utilization of diversity committees [ 21 , 22 ], and faculty development [ 23 , 24 ]. Enders and colleagues evaluated faculty and staff attitudes to a Health Science Research (HSR) departmental Diversity, Equity, and Inclusion (DEI) plan.…”

Development of an undergraduate certificate in clinical and translational science: improving competence of the clinical research workforce

“…Summer programs can also be an effective way to introduce underrepresented minority students to research and prepare them for CTS career pathways ( Ghee et al, 2016 ; Smalley and Warren, 2020 ; Prince et al, 2023 ). In Arkansas, an undergraduate curriculum rooted in a real-world CTS study was developed, offered, and evaluated, demonstrating high satisfaction among learners ( James et al, 2023 ). Temple University School of Medicine requires medical students to complete 2 week training in CTS and one CTS scholarly activity during their 4 years of medical school ( Feldman, 2015 ).…”

“…Temple University School of Medicine requires medical students to complete 2 week training in CTS and one CTS scholarly activity during their 4 years of medical school ( Feldman, 2015 ). Evidence suggests that virtual programming is an effective training method when in-person is not feasible ( Corson et al, 2021 ; Lemacks et al, 2022 ; James et al, 2023 ). Evidence also suggests that research experience during undergraduate study increases students’ awareness of career options, improves their preparation for graduate training, and ultimately impacts their decisions to pursue advanced degrees and careers related to research ( Seymour et al, 2004 ; Hunter et al, 2007 ; Adedokun et al, 2012 ; Yaffe et al, 2014 ).…”