Cargando…

2353: Competency-based training program for Research Professionals

OBJECTIVES/SPECIFIC AIMS: To increase knowledge and application of clinical research coordinator competencies among Research Professionals at the University of Minnesota. METHODS/STUDY POPULATION: The UMN’s CTSI developed and piloted a Foundations for Research Professionals training program comprise...

Descripción completa

Detalles Bibliográficos
Autores principales:	Hoffman, Megan, Maas, Jennifer, Johnson, Lisa
Formato:	Online Artículo Texto
Lenguaje:	English
Publicado:	Cambridge University Press 2018
Materias:	Education/Mentoring/Professional Development
Acceso en línea:	https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6799635/ http://dx.doi.org/10.1017/cts.2017.174

Ejemplares similares

4116 Comprehensive training and support for Research Professionals at the University of Minnesota
por: Maas, Jennifer, et al.
Publicado: (2020)

2069: Competency indices for clinical research professionals
por: Hornung, Carlton, et al.
Publicado: (2018)

4507 Developing and implementing a Principal Investigator (PI) primer to improve the conduct of human research at the University of Minnesota
por: Wright, Jessica, et al.
Publicado: (2020)

2142: A competency-based approach to redefining clinical research workforce quality and development
por: Namenek Brouwer, Rebecca, et al.
Publicado: (2018)

2376: Best practices for social and behavioral research: Developing a competency-based elearning course in good clinical practice
por: Lynn Murphy, Susan, et al.
Publicado: (2018)

4207 Development and Evaluation of a Pilot Mentor Training Program for Clinical Translational Research Professional Workforce
por: Strekalova, Yulia A., et al.
Publicado: (2020)

2068: Expanding capacity for Clinical and Translational Science by investing in research staff through the strategic teamwork for effective practice-mentor development program (STEP-MDP)
por: Marie Denicola, Christine, et al.
Publicado: (2018)

2292: Implementation and dissemination of a unique training program in stem cell biology and regenerative medicine
por: Jones, Matthew, et al.
Publicado: (2018)

40977 Assessing the Need for Competency-Based Self-Assessment Tools for CTSA Professionals
por: Trinh, Peter, et al.
Publicado: (2021)

2523: Mentor training for KL2 Scholars through vertical integration
por: Merrifield, Angela, et al.
Publicado: (2018)

2244: Objectively assessing student learning and effectiveness of an introductory educational program in clinical and translational research
por: Samuels, Elias M., et al.
Publicado: (2018)

2305: Advancement of translational sciences: Development of an interprofessional program and outcome measures for foundational, clinical, and health care researchers
por: Devi, Gayathri, et al.
Publicado: (2018)

2513: Enhancing KL2 Scholar poster communication skills for lay audiences using community judges
por: Lamere, Michelle, et al.
Publicado: (2018)

4197 A Landscape Analysis of CTSA websites for Clinical Research Professional Training Opportunities
por: Carter, Karen K, et al.
Publicado: (2020)

3446 The OHSU Physician-Scientist Experience: Integrating intensive translational research training for medical students into a competency-based educational framework
por: McCracken, Karen W., et al.
Publicado: (2019)

3339 Development of a Competency-based Informatics Course for Translational Researchers
por: Gouripeddi, Ram, et al.
Publicado: (2019)

2401: Professional Mentoring Skills to Enhance Diversity (PROMISED): Diversifying the workforce
por: Rubio, Doris, et al.
Publicado: (2018)

2385: An education program for engineering students collaborating with clinician scientists to address priority hospital patient safety problems using an ethnographic research approach
por: Camarata, Laura, et al.
Publicado: (2018)

4531 Setting the Stage for Research Success: Creation of Standardized Physician-Scientist Training Program Guidelines to Facilitate Research During Clinical Training
por: Freel, Stephanie A., et al.
Publicado: (2020)

2235: Equipping health professional students to apply pharmacogenomic data to clinical decision making in real-world scenarios: Comparison of an active engagement Versus didactic teaching approach
por: Arwood, Meghan J., et al.
Publicado: (2018)

3163 A Systematic Review of Research Competency Assessments for Clinical Researchers
por: Ianni, Phillip A, et al.
Publicado: (2019)

2521: Research participant 101: What you need to know before joining a research study
por: Straughn, Victoria, et al.
Publicado: (2018)

2260: Silicone renal tumor models: The validation of a surgical training tool
por: Monda, Steven, et al.
Publicado: (2018)

2315: Documenting ADAPT (Addressing Disparities in Asian Populations through Translational research): The growth of a community-research collaborative
por: LeClair, Amy, et al.
Publicado: (2018)

2151: Using social network analysis to design and evaluate CTSA pilot programs
por: Kennelly Okraku, Therese, et al.
Publicado: (2018)

2053: Evaluating impact of CTSA usage on research productivity outcomes
por: Zang, Yue, et al.
Publicado: (2018)

2511: Use of an online provider learning community to assess clinical HIV/HCV/STDs-related training needs
por: Monica Barbosu, Cabiria, et al.
Publicado: (2018)

3388 Evaluation of Mentor Academy using self-assessed research mentoring competencies
por: Patel, Tanha, et al.
Publicado: (2019)

2379: Enhancing the clinical and translational enterprise through research staff development
por: Freel, Stephanie A., et al.
Publicado: (2018)

3440 Emergency Dispatch Research Workshop: Engaging a Forgotten Professional Population in Research
por: Wheeler, Alissa L, et al.
Publicado: (2019)

2419: Clinical research management and regulatory compliance: A graduate distance learning model
por: Carrera, Alberto M., et al.
Publicado: (2018)

2348: Collaborative translational workforce development: Standardizing clinical research nursing education in good clinical practice
por: Eckardt, Patricia, et al.
Publicado: (2018)

4443 Tailoring Professional Development to CTS Trainees
por: Maxwell, Megan, et al.
Publicado: (2020)

2200: Best practices for social and behavioral research: A new course to address good clinical practice and preliminary course evaluation
por: Lynn Murphy, Susan, et al.
Publicado: (2018)

3303 WHICH ADMISSION FORMULA CRITERIA PREDICT TIMELY COMPLETION OF THE RESEARCH TRAINING PROGRAM FROM THE MEDICAL SCIENCES CAMPUS, UNIVERSITY OF PUERTO RICO?
por: San Martin, Maria T., et al.
Publicado: (2019)

4484 The Entrepreneurship for Biomedicine (E4B) Training Program
por: Garbutt, Jane M., et al.
Publicado: (2020)

3563 Clinical research training methods that improve self-efficacy in clinical research domains
por: Sebastian, Mathew, et al.
Publicado: (2019)

55564 Interactive mindfulness and dialogue sessions are integral components of research training.
por: Knier, Kit, et al.
Publicado: (2021)

98729 Professional Development Core of the Hispanic Alliance for Clinical and Translational Research: a scientific productivity catalyst for underrepresented minorities (URM) in Clinical and Translational Research (CTR)
por: Torres-Cintrón, Mariela, et al.
Publicado: (2021)

4493 New module supporting Community Engaged Research added to COALESCE (teamscience.net) online training for interdisciplinary research teams
por: Spring, Bonnie, et al.
Publicado: (2020)

Cannot write session to /tmp/vufind_sessions/sess_3johutm3ai36rkfedmqon5obfk