Learning Theory, Operative Model and Challenges in Developing a Framework for Collaborative, Translational and Implementable Doctoral Research

Lotrecchiano, Gaetano R.; McDonald, Paige; Corcoran, Mary; Harwood, Kenneth; Ekmekci, Ozgur

doi:10.21125/iceri.2016.0116

Cited by 4 publications

(8 citation statements)

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“…The first subset comprised 29 articles (66%) that described a current, previous, or planned translational science E&T opportunity ( n = 28) 35–62 or the evaluation of one of these opportunities ( n = 1) 63 . Hereafter, these are called “descriptive articles.” The second subset included 15 articles (34%) that offered recommendations for translational science E&T content, modalities, and/or participants 20,21,64–76 . Hereafter, these are called “recommendations articles.” Publication dates spanned 2007 to 2020, with seven articles published in the 5 years from 2007–2011, 24 articles published in the 5 years from 2012–2016, and 13 articles published in the 4 years from 2017 to 2020.…”

Section: Resultsmentioning

confidence: 99%

“…Three of the 15 recommendations articles were produced by other groups and bodies in the United States and internationally: EU‐Life, an alliance of 13 European life sciences research institutions 65 ; the International Society for Stem Cell Research 2009 annual conference Industry Panel participants, 71 and the Evaluation Committee of the Association for Clinical Research Training 73 . The remaining eight articles were produced by co‐authors from academic institutions 20,66–68,70,72,75,76 . All but two of these 67,76 were co‐authored by individuals affiliated with CTSA awarded institutions.…”

Section: Resultsmentioning

confidence: 99%

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Areas of strength and opportunities for growth in translational science education and training: Results of a scoping review from the NCATS Education Branch

Vogel

Haynes

Hussain

et al. 2023

Clinical Translational Sci

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Translational science education and training (E&T) aims to prepare the translational workforce to accelerate progress along the translational pipeline toward solutions that improve human health. In 2020–2021, the National Center for Advancing Translational Sciences (NCATS) Education Branch conducted a scoping review of the E&T literature with this focus. The review used the methodological framework proposed by Arksey and O'Malley. PubMed, Education Resources Information Center (ERIC), and Embase were searched, and forward citations conducted. Screening of titles, abstracts, and full text identified 44 included articles. Data extraction facilitated analysis of E&T content, audiences, modalities, evaluations, and recommendations. The NCATS Translational Science Principles were used to identity described or recommended E&T content. Twenty‐nine articles described a translational science E&T opportunity or its evaluation, and another 15 articles offered recommendations for translational science E&T. The most prevalent NCATS Translational Science Principles were boundary‐crossing partnerships (77%) and cross‐disciplinary team science (75%). Among publications describing E&T opportunities, the most reported modalities were experiential learning (64%) and courses (61%) and the most reported participants were graduate students (68%) and postdoctoral fellows (54%). About half of these articles (n = 15) reported an evaluation, covering a range of proximal to distal outcomes. Recommendations emphasized the value of translational science E&T across training and career stages and the use of varied modalities to reach diverse audiences. This review highlights strengths and opportunities for growth in translational science E&T. Enhancements to content, expansion of participants and modalities, and rigorous evaluations will contribute to building a highly qualified, diverse translational science workforce.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Areas of strength and opportunities for growth in translational science education and training: Results of a scoping review from the NCATS Education Branch

Vogel

Haynes

Hussain

et al. 2023

Clinical Translational Sci

View full text Add to dashboard Cite

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“…However, other approaches to learning have emerged that are more highly steeped in group and social learning, emphasizing that learning requires social grounding and interactions within groups (Moore & Khan, 2020). Others have even promoted that life-long learning has sensemaking properties that require one to constantly problem solve through the culmination of (a) cues or information from one's environment that act as triggers or that signify that meaning is required; (b) a framework or knowledge structure (Klein et al, 2020;Lotrecchiano et al, 2016;McAllister, 1995;Schön, 1987;Weick, 1995) that includes a set of elements, rules, or values that have served as a guide to understanding; and (c) a relationship, or script, that links the new information to the framework, all of which would suggest that learning in an interactive engagement with one's surroundings and the entire environment in which they interact on emotional, behavioral, cognitive, and humanistic levels (Schwandt, 2005). Unlike oversimplified constructions of learning, here, making 'sense' of the world and applying one's interpretation are matters of grounded identity, retrospection, awareness of one's environment, through social, ongoing, focused cues that are driven more by plausibility than accuracy (Jain et al, 2010).…”

Section: The Translational Learning Ecosystemmentioning

confidence: 99%

The Translational Learning EcoSystem

Lotrecchiano

Norman

2021

InformingSciJ

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Aim/Purpose: In this paper we propose an ecosystem for translational learning that combines core learning principles with a multilevel construct that embraces the tenets of translational research, namely, teaming, translating, and implementing. The goal of the paper is to argue that knowledge of learning sciences is essential at the individual, team, and organizational levels in the translational science enterprise. Background: The two decades that we can now call the translational era of health and medicine have not been without challenges. Many inroads have been made in navigating how scientific teaming, translating knowledge across the health spectrum, and implementing change to our health systems, policies, and interventions can serve our changing global environment. These changes to the traditional health science enterprise require new ways of understanding knowledge, forging relationships, and managing this new tradition of science. Competency requirements that have become important to the enterprise are dependent on a deep understanding about how people learn as individuals, in teams, and within organizations and systems. Methodology: An individual, team, and organizational conceptual framework for learning in translational ecosystems is developed drawing on the learning science literature, a synthesis of 9 key learning principles and integrated with core competencies for translational science. Contribution: The translational learning ecosystem is a means by which to understand how translational science competencies can be reinforced by core learning principles as teaming, translating, and implementation intersect as part of the translational science enterprise. Findings: This paper connects learning science to tailored principles in a simplified way so that those working translational science with less knowledge of theories of learning and pedagogy may be able to access it in a clear and concise way. Recommendation for Researchers: This paper provides a framework for researchers who engage in the education of translational scientists as well as those who are charged with training new scientists in an emerging field critical to health and medicine. Future Research: The translational ecosystem described can serve to expand how teaching and learning impact scientific advances. In addition, it serves as a means in which to understand the impact of learning on micro, meso, and macro levels.

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“…With regards to health professions education in particular, future health professionals must develop cross-disciplinary competencies in order to solve the wicked problems they will face in practice (Brown et al, 2010;Lotrecchiano et al, 2016). Faculty challenged with imparting these skills require real-world exemplars of inter-and transdisciplinary characteristics within a program of study accessible to students across multiple healthcare disciplines.…”

Section: Recommendations For Communicating the Transdisciplinary Charmentioning

confidence: 99%

“…Across health professions fields, educators must prepare future practitioners and scholars with the competencies needed to solve the complex problems of today's healthcare systems. Such skills are essential to resolve wicked problems professionals and scholars in translational science face in today's healthcare environment (Brown, Harris, & Russell, 2010;Lotrecchiano, McDonald, Corcoran, Harwood, & Ekmekci, 2016). These problems include 1) effectively using basic science discoveries to develop new safe and effective treatments for diseases, 2) improving utilization of new therapies in clinical practice, and 3) streamlining regulatory issues for the development and commercialization of new diagnostics and therapeutics.…”

Section: Introductionmentioning

confidence: 99%

Communicating Transdisciplinary Characteristics In Global Regulatory Affairs: An Example From Health Professions Education

2018

Self Cite

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Aim/PurposeThis paper describes the regulatory affairs discipline as a useful case in the study of both inter-and transdisciplinary science and dynamics related to communication across multiple boundaries. We will 1) outline the process that led to the development of transnational competencies for regulatory affairs graduate education, 2) discuss how the process highlights the transdisciplinary character of regulatory affairs, 3) provide implications for how to communicate the influence of this characterization to future healthcare professionals, and 4) draw conclusions regarding how our lessons-learned might inform other programs of study. BackgroundIn the past few decades, the regulatory affairs profession has become more internationalized. This prompted the need for new competencies grounded in the transnational and cross-disciplinary contexts in which these professionals are required to operate. MethodologyA convenience sample of experienced regulatory affairs professionals from multiple disciplines contributed to the development of transnational competencies for a master's program in regulatory affairs using a transdisciplinary framework. ContributionAn applied exemplar in which to understand how transdisciplinary characteristics can be communicated and applied in higher education.Communicating Transdisciplinary Characteristics in Global Regulatory Affairs 220 Recommendations for PractitionersThis paper recommends how competencies developed from a regulatory affairs program can serve as exemplars for other applied transdisciplinary higher education programs.Impact on Society This framework provides a seldom-used reflective approach to regulatory affairs education that utilizes cross-disciplinary theory to inform competence-based formation of professionals.

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Learning Theory, Operative Model and Challenges in Developing a Framework for Collaborative, Translational and Implementable Doctoral Research

Cited by 4 publications

References 0 publications

Areas of strength and opportunities for growth in translational science education and training: Results of a scoping review from the NCATS Education Branch

Areas of strength and opportunities for growth in translational science education and training: Results of a scoping review from the NCATS Education Branch

The Translational Learning EcoSystem

Communicating Transdisciplinary Characteristics In Global Regulatory Affairs: An Example From Health Professions Education

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