Vision, Identity, and Career in the Clinical and Translational Sciences: Building upon the Formative Years

Abstract

This paper is the second in a five-part series on the clinical and translational science educational pipeline. It focuses on the role that CTSA programs can play in supporting science, technology, engineering, and math education in primary and secondary schools, as well as in facilitating these interests during transition to undergraduate training. Special emphasis should be placed on helping to form and sustain an identity as a scientist, and on instilling the persistence necessary to overcome numerous barriers to its actualization. CTSAs can contribute to cementing this sense of self by facilitating peer support, mentorship, and family involvement that will reinforce early educational decisions leading to clinical and translational science research careers. Meanwhile, the interests, skills, and motivation induced by participation in STEM programs must be sustained in transition to the next level in the educational pipeline, typically undergraduate study. Examples of CTSA collaborations with local schools, businesses, interest groups, and communities at large illustrate the emerging possibilities and promising directions with respect to each of these challenges.

Engaging middle school students in scientific practice with a collaborative mobile game

“…In order to attract these populations to science‐related careers, it is important to spark interest before college (Maltese et al, ). Research shows that when interest in science is created during a student's formative years, the individual seeks out science education and careers (Manson, Martinez, Buchwald, Rubio, & Moss, ). In fact, science interest upon entering college can be predicted by one's interest in science careers at the end of middle school (Sadler, Sonnert, Hazari, & Tai, ).…”

Developing translational medicine professionals: the Marie Skłodowska-Curie action model

“…government, industry and academia) are available. Examples are the clinical translational science (CTS) programs developed in the USA for graduate and postgraduate students [10], and the Canadian Child Health Clinician Scientist Program (CCHCSP), providing training for clinical researchers to develop knowledge and skills for a career as an independent scientist in child health research [11]. These programs support the development of the translational scientist identity by offering a comprehensive training on both ‘foundational’ skills, such as research methodologies and data management, and ‘functional’ skills, such as communication, ethics, leadership and teamwork [12].…”

Development and Outcomes from a Translational Science Curriculum from Pre-Collegiate Students

“…Knowledge on this topic would supplement the core skills necessary for young scientists to solve difficult problems, evaluate data, and make sense of information received from the classroom and media. Translational science further prepares students for a workforce that relies on application of learned knowledge in STEM to develop realistic, attainable solutions (Manson et al, 2015).…”