Improving Clinical and Translational Research Training: A Qualitative Evaluation of the Atlanta Clinical and Translational Science Institute KL2-Mentored Research Scholars Program

Comeau, Dawn L.; Escoffery, Cam; Freedman, Ariela M.; Ziegler, Thomas R.; Blumberg, Henry M.

doi:10.1136/jim-2016-000143

Cited by 20 publications

(36 citation statements)

References 32 publications

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“…More than half of the studies ( n = 27) examined enhancing research capacity in UMF, and a variety of research designs (e.g., descriptive, longitudinal, qualitative, quantitative, mixed methods) were utilized to explore ways in which to enhance research productivity. Although we did not include a search term for “women” as an underrepresented subgroup, several of the studies included a majority of women [ 49 , 51 , 53 , 59 , 60 , 61 , 63 , 64 , 65 , 81 , 83 , 87 ]. Two of the studies we included exclusively surveyed women [ 52 , 84 ].…”

Section: Resultsmentioning

confidence: 99%

Mentoring New and Early-Stage Investigators and Underrepresented Minority Faculty for Research Success in Health-Related Fields: An Integrative Literature Review (2010–2020)

Ransdell

Lane

Schwartz

et al. 2021

IJERPH

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Mentoring to develop research skills is an important strategy for facilitating faculty success. The purpose of this study was to conduct an integrative literature review to examine the barriers and facilitators to mentoring in health-related research, particularly for three categories: new investigators (NI), early-stage investigators (ESI) and underrepresented minority faculty (UMF). PsychINFO, CINAHL and PubMed were searched for papers published in English from 2010 to 2020, and 46 papers were reviewed. Most papers recommended having multiple mentors and many recommended assessing baseline research skills. Barriers and facilitators were both individual and institutional. Individual barriers mentioned most frequently were a lack of time and finding work–life balance. UMF mentioned barriers related to bias, discrimination and isolation. Institutional barriers included lack of mentors, lack of access to resources, and heavy teaching and service loads. UMF experienced institutional barriers such as devaluation of experience or expertise. Individual facilitators were subdivided and included writing and synthesis as technical skills, networking and collaborating as interpersonal skills, and accountability, leadership, time management, and resilience/grit as personal skills. Institutional facilitators included access to mentoring, professional development opportunities, and workload assigned to research. Advocacy for diversity and cultural humility were included as unique interpersonal and institutional facilitators for UMF. Several overlapping and unique barriers and facilitators to mentoring for research success for NI, ESI and UMF in the health-related disciplines are presented.

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Section: Resultsmentioning

confidence: 99%

Mentoring New and Early-Stage Investigators and Underrepresented Minority Faculty for Research Success in Health-Related Fields: An Integrative Literature Review (2010–2020)

Ransdell

Lane

Schwartz

et al. 2021

IJERPH

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“…Their charge was to identify the types of initiatives developed by CTSA hubs to support KL2 scholars, which resulted in a series of "white papers" focused on approaches to strengthen the career development of clinical translational scientist trainees [1], and elements of mentoring [2][3][4][5][6][7]. Most reports of specific KL2 program practices and scholar outcomes focus on single institution experiences, representing large, unique, and/or wellresourced programs of greater longevity [8][9][10][11]. Given the evolution of CTR core competencies [12][13], of heterogeneous approaches to KL2 scholar training, and expansion of the CTSA consortium to include newer programs with smaller scholar cohorts, this survey now focuses on CTSA hub-reported program practices and scholar outcomes in the contemporary era.…”

Section: Introductionmentioning

confidence: 99%

KL2 mentored career development programs at clinical and translational science award hubs: Practices and outcomes

Sorkness

Scholl

Fair³

et al. 2019

J. Clin. Trans. Sci.

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Introduction:NIH Clinical and Translational Science Awards (CTSAs) include KL2 mentored career development awards for faculty commencing clinical and translational research. A survey of KL2 leaders revealed program practices, curricular elements and compelling data about scholar characteristics and outcomes.Methods:We conducted a literature review, framed the survey construct, and obtained input from across the CTSA consortium. A REDCap survey was emailed in fall 2016 to 61 active programs.Results:Fifty-five programs (90.2%) responded. Respondents had been funded from 3 to 11 years, including 22 “mature” hubs funded for ≥8 years. Program cohort sizes were 56% “small”, 22% “medium”, and 22% “large.” Hubs offer extensive competency-aligned training opportunities relevant to clinical and translational research, including graduate degrees, mentorship, and grant-writing. Seventy-two percent of hubs report parallel “KL2-equivalent” career development programs. All hubs share their training and facilitate intermingling with other early stage investigators. A total of 1,517 KL2 scholars were funded. KL2 awardees are diverse in their disciplines, research projects, and representation; 54% are female and 12% self-identified as underrepresented in biomedical research. Eighty-seven percent of scholars have 2–3 mentors and are currently supported for 2–3 years. Seventy-eight percent of alumni remain at CTSA institutions in translational science. The most common form of NIH support following scholars’ KL2 award is an individual career development award.Conclusions:The KL2 is a unique career development award, shaped by competency-aligned training opportunities and interdisciplinary mentorship that inform translational research pathways. Tracking both traditional and novel outcomes of KL2 scholars is essential to capture their career trajectories and impact on health.

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“…To promote translational medicine, more training and education about translation medicine is needed. 44,45…”

Section: Discussionmentioning

confidence: 99%

Awareness of and attitudes toward translational medicine among health personnel in hospitals in Shanghai, China

Wang

Feng

et al. 2018

J Int Med Res

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Objective The study aim was to evaluate the knowledge and attitudes of hospital health personnel toward translational medicine. Methods We conducted a cross-sectional survey from July 2013 to September 2013 with a representative sample of 1690 health personnel from 13 large comprehensive or specialized hospitals in Shanghai, China. Results The results showed that awareness of and attitudes toward translational medicine significantly differed by gender, age, highest level of education, profession, and professional rank. Health personnel showed a highly positive attitude toward translational medicine; however, their knowledge of translational medicine was low. Conclusion Effective measures are needed to improve health personnel’s awareness of and attitudes toward translational medicine.

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Improving Clinical and Translational Research Training: A Qualitative Evaluation of the Atlanta Clinical and Translational Science Institute KL2-Mentored Research Scholars Program

Cited by 20 publications

References 32 publications

Mentoring New and Early-Stage Investigators and Underrepresented Minority Faculty for Research Success in Health-Related Fields: An Integrative Literature Review (2010–2020)

Mentoring New and Early-Stage Investigators and Underrepresented Minority Faculty for Research Success in Health-Related Fields: An Integrative Literature Review (2010–2020)

KL2 mentored career development programs at clinical and translational science award hubs: Practices and outcomes

Awareness of and attitudes toward translational medicine among health personnel in hospitals in Shanghai, China

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