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Academic medical center clinical research professional workforce: Part 2 – Issues in staff onboarding and professional development

BACKGROUND: Defining key barriers to the development of a well-trained clinical research professional (CRP) workforce is an essential first step in identifying solutions for successful CRP onboarding, training, and competency development, which will enhance quality across the clinical and translatio...

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Autores principales: Knapke, Jacqueline M., Jenkerson, Michelle, Tsao, Peg, Freel, Stephanie, Fritter, Jessica, Helm, Shirley L., Jester, Penelope, Kolb, H Robert, Mendell, Angela, Petty, Megan, Jones, Carolynn T.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Cambridge University Press 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9305080/
https://www.ncbi.nlm.nih.gov/pubmed/35949655
http://dx.doi.org/10.1017/cts.2022.412
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author Knapke, Jacqueline M.
Jenkerson, Michelle
Tsao, Peg
Freel, Stephanie
Fritter, Jessica
Helm, Shirley L.
Jester, Penelope
Kolb, H Robert
Mendell, Angela
Petty, Megan
Jones, Carolynn T.
author_facet Knapke, Jacqueline M.
Jenkerson, Michelle
Tsao, Peg
Freel, Stephanie
Fritter, Jessica
Helm, Shirley L.
Jester, Penelope
Kolb, H Robert
Mendell, Angela
Petty, Megan
Jones, Carolynn T.
author_sort Knapke, Jacqueline M.
collection PubMed
description BACKGROUND: Defining key barriers to the development of a well-trained clinical research professional (CRP) workforce is an essential first step in identifying solutions for successful CRP onboarding, training, and competency development, which will enhance quality across the clinical and translational research enterprise. This study aimed to summarize barriers and best practices at academic medical centers related to effective CRP onboarding, training, professional development, identify challenges with the assessment of and mentoring for CRP competency growth, and describe opportunities to improve training and professionalization for the CRP career pathway. MATERIALS/METHODS: Qualitative data from a series of Un-Meeting breakout sessions and open-text survey questions were analyzed to explore the complex issues involved when developing high-quality onboarding and continuing education opportunities for CRPs at academic medical centers. RESULTS: Results suggest there are several barriers to training the CRP workforce, including balancing foundational onboarding with role-based training, managing logistical challenges and institutional contexts, identifying/enlisting institutional champions, assessing competency, and providing high-quality mentorship. Several of these themes are interrelated. Two universal threads present throughout all themes are the need for effective communication and the need to improve professionalization of the CRP career pathway. CONCLUSION: Few institutions have solved all the issues related to training a competent and adaptable CRP workforce, although some have addressed one or more. We applied a socio-technical lens to illustrate our findings and the need for NCATS-funded academic medical centers to work collaboratively within and across institutions to overcome training barriers and support a vital, well-qualified workforce and present several exemplars from the field to help attain this goal.
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spelling pubmed-93050802022-08-09 Academic medical center clinical research professional workforce: Part 2 – Issues in staff onboarding and professional development Knapke, Jacqueline M. Jenkerson, Michelle Tsao, Peg Freel, Stephanie Fritter, Jessica Helm, Shirley L. Jester, Penelope Kolb, H Robert Mendell, Angela Petty, Megan Jones, Carolynn T. J Clin Transl Sci Research Article BACKGROUND: Defining key barriers to the development of a well-trained clinical research professional (CRP) workforce is an essential first step in identifying solutions for successful CRP onboarding, training, and competency development, which will enhance quality across the clinical and translational research enterprise. This study aimed to summarize barriers and best practices at academic medical centers related to effective CRP onboarding, training, professional development, identify challenges with the assessment of and mentoring for CRP competency growth, and describe opportunities to improve training and professionalization for the CRP career pathway. MATERIALS/METHODS: Qualitative data from a series of Un-Meeting breakout sessions and open-text survey questions were analyzed to explore the complex issues involved when developing high-quality onboarding and continuing education opportunities for CRPs at academic medical centers. RESULTS: Results suggest there are several barriers to training the CRP workforce, including balancing foundational onboarding with role-based training, managing logistical challenges and institutional contexts, identifying/enlisting institutional champions, assessing competency, and providing high-quality mentorship. Several of these themes are interrelated. Two universal threads present throughout all themes are the need for effective communication and the need to improve professionalization of the CRP career pathway. CONCLUSION: Few institutions have solved all the issues related to training a competent and adaptable CRP workforce, although some have addressed one or more. We applied a socio-technical lens to illustrate our findings and the need for NCATS-funded academic medical centers to work collaboratively within and across institutions to overcome training barriers and support a vital, well-qualified workforce and present several exemplars from the field to help attain this goal. Cambridge University Press 2022-06-03 /pmc/articles/PMC9305080/ /pubmed/35949655 http://dx.doi.org/10.1017/cts.2022.412 Text en © The Author(s) 2022 https://creativecommons.org/licenses/by-nc-nd/4.0/This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence (https://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.
spellingShingle Research Article
Knapke, Jacqueline M.
Jenkerson, Michelle
Tsao, Peg
Freel, Stephanie
Fritter, Jessica
Helm, Shirley L.
Jester, Penelope
Kolb, H Robert
Mendell, Angela
Petty, Megan
Jones, Carolynn T.
Academic medical center clinical research professional workforce: Part 2 – Issues in staff onboarding and professional development
title Academic medical center clinical research professional workforce: Part 2 – Issues in staff onboarding and professional development
title_full Academic medical center clinical research professional workforce: Part 2 – Issues in staff onboarding and professional development
title_fullStr Academic medical center clinical research professional workforce: Part 2 – Issues in staff onboarding and professional development
title_full_unstemmed Academic medical center clinical research professional workforce: Part 2 – Issues in staff onboarding and professional development
title_short Academic medical center clinical research professional workforce: Part 2 – Issues in staff onboarding and professional development
title_sort academic medical center clinical research professional workforce: part 2 – issues in staff onboarding and professional development
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9305080/
https://www.ncbi.nlm.nih.gov/pubmed/35949655
http://dx.doi.org/10.1017/cts.2022.412
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