Ability Of Trainees Research Articles

Validating and Testing Learning Transfer System Inventory (LTSI) in a Developing Country Context: A Case of Pakistan’s Service Sector

Learning Transfer System Inventory (LTSI) is a tool used to measure the impact of various factors on learning outcomes. The objective of the study was to understand the problems faced by Pakistan service sector employees and finally to evaluate the impact of motivation scale, environment scale and trainee ability scale on outcome scale.Questionnaire of Learning Transfer System Inventory adopted from Holton, Bates and Ruona (2000) was used.569 questionnaires were administered to the employees of Peshawar service sector including employees of banks, non-government organizations, education and health sectors, out of which 415 were completed with a response rate of 73%.Correlation analysis shows that value of R is 0.969 that means there is 96.9% correlation in variables that are considered in model. The value of R Square is 0.939. In Service Sector, Supervisor Sanction Variable, Performance Outcome Expectation Variable and Performance Coaching Variable are insignificant and do not bring change in our dependent variable Outcome. Standardized Coefficients show that Personal Capacity for Transfer Variable, Peer Support Variable, Supervisor Support Variable and Transfer Effort Performance Expectation Variable having higher Standardized Coefficients betas, that means those variables bring greater change in dependent variable Outcome.

SP2.1.9Augmented terminal feedback influences cognitive ability of surgical trainees: a randomised controlled trial

Abstract Introduction Formative assessments in the form of Global assessment (GAS) and procedural based assessment (PBA) are the current methods used for feedback in British laparoscopic surgical training. Video error signature feedback (VESF) has been proposed as an alternative approach to enhance motor skills in laparoscopic training through influencing cognitive approach. Methods Twenty laparoscopic novice students were randomised into Current standard feedback (CSF) and VESF groups. Both groups tied laparoscopic double square knots in four sequential stages. Standard human reliability assessment method (HRA) was utilised to assess unedited video recordings for errors. A validated scoring system by expert trainers assessed proficiency gain. Similar assessment was performed for both groups. Unedited video recordings of the VESF group were annotated for errors at each stage and provided as feedback through video hosting website. CSF group received assessment sheet as their feedback, comparable to current practice. Error numbers, time execution and proficiency gain were the outcomes. Inter-rater reliability among trainers for error detection was established. Results A total of 6490 movements were studied with 1613 errors detected. VESF group committed significantly less errors as compared to the CSF group [1011/1613 (63%) vs 602/1613 (37%), p < 0.01]. VESF group gained proficiency earlier. Time execution was similar. Inter-rater reliability for error detection was high (p = 0.96). Discussion VESF effects cognitive framework of a laparoscopic task in trainee’s mind, ultimately reducing errors. This work demonstrated the practical application of video error signature feedback by demonstrating a simple laparoscopic task and analysing its learning process through novice brains.

Perception Survey of Virtual Reality Simulation with Malocclusion Models

The purpose of this study was to develop prototype of virtual reality(VR) simulation with malocclusion models and evaluate its applicability. Task abilities, task completion time, and a satisfaction survey were compared between dentist trainees and dental students. Participants were instructed to observe virtual malocclusion models and then performed three tasks to diagnose the type of malocclusion, determine clinical findings and develop treatment plans. Their satisfaction with the simulation experience were evaluated using a questionnaire containing five questions. Task abilities of trainees related to clinical features and treatment plans were significantly higher than that of students(<i>p</i> < 0.01). In both groups, the task completion time for the second case was significantly reduced compared to that for the first case(<i>p</i> < 0.01). The satisfaction survey showed high scores and positive responses for this simulation in both groups. If the prototype of VR simulation is continuously advanced, it will be applicable for orthodontic education in pediatric dentistry.

ABILITY OF TEACHER TRAINEES TO USE TECHNOLOGY

This paper aims to analyse the ability of Teacher Trainees to use the technology. The population of the research work comprised of all the teacher trainees of Hemwati Nandan Bhuguna Garhwal University, enrolled in 1st semester students for session 2021-2023. A sample of 85 teacher trainees studying in B. Ed 1st semester of Rath Mahavidyalay, Paithani, (affiliated to H.N.B. Garhwal University) was selected through the Purposive Sampling technique. The objective of the research was to study the ability of teacher trainees in using technology. The data obtained from 85 respondents was analyzed through percentage and Mann Whitney U-test. The findings revealed that 47% of the Teacher Trainees were beginners, 18.8% heard about it, 17.64% knew the basics, 11.7% were Proficient, and 4.7% were advanced in the usage of technology. The findings also revealed that the gender, stream, qualification, and medium of Teacher Trainees affect the ability to use the technology.

Orthopaedic Resident Arthroscopic Knot-Tying Skills Are Improved Using a Training Program and Knot-Tying Workstation

PurposeTo quantify an orthopaedic trainee’s ability to tie arthroscopic knots before and after a short cadaveric-based arthroscopy training period using a commercially available knot-tying workstation.MethodsDuring a weeklong cadaveric arthroscopic training camp, 15 third- and fourth-year orthopaedic residents were evaluated using a commercially available benchtop knot-tying workstation. At the beginning of the week (baseline), each participant was asked to tie 3 knots of his or her choice backed up by 3 half-hitches using nonabsorbable suture. Successful knots fit the sizer and elongated less than 3 mm after application of a 15-lb load. Afterward, residents watched a video demonstrating a sample knot and were encouraged to practice over the ensuing days. At the end of the week (post-training), residents were asked to tie 3 knots. The time to completion and success of each knot were recorded. To compare baseline and post-training knot success, t tests and χ2 analysis were performed.ResultsDuring baseline testing, residents successfully tied 26.7% of their knots (12 of 45 knots) in 352 ± 116 seconds (mean ± standard deviation). During post-training testing, residents successfully tied 66.7% of knots (30 of 45 knots, P = .00014) in 294 ± 63 seconds (P = .023), showing significant improvement in the time and ability to tie arthroscopic knots.ConclusionsWith a short cadaveric-based training period, orthopaedic trainees showed a significant improvement in their ability to tie arthroscopic knots on a commercially available benchtop knot-tying workstation. Given the initial low percentage of successfully tied knots and the limited opportunities for trainees to improve, trainees should be encouraged to practice and improve their skills.Clinical RelevanceWith training, residents can improve arthroscopic knot-tying abilities, which may allow them to successfully perform this critical task in the operating room.

Examining the Development of Operative Autonomy in Vascular Surgery Training and When Trainees and Program Directors Agree and Disagree

Lack of autonomy in the operating room (OR) during general surgery residency is a major contributing factor to low confidence operating independently after graduation. Although attempts to address decreased autonomy and development of entrustment in the OR are being made in general surgery programs, this issue has not been examined thoroughly in vascular surgery. We sought to determine barriers and opportunities for developing operative autonomy during vascular surgery training by surveying program directors (PDs) and trainees (integrated residents and fellows) in U.S. vascular surgery training programs. An anonymous electronic survey was sent via email to all PDs (n = 155) and trainees (n = 516) in United States vascular surgery training programs. Demographics, academic characteristics, and responses regarding factors impacting the development of entrustment were collected. Thirty-five PDs and 100 trainees completed the survey (22.5% and 19.4% response rate, respectively). Sixty percent of trainees were integrated residents and 40% were fellows. Twenty percent of PDs and 33% of trainees were female, and 5% of all PDs and trainees were from underrepresented minorities. The single most positive factor affecting the development of autonomy according to trainees and PDs is familiarity of the faculty with the trainee. Both PDs and trainees thought the trainee's preparation for the case positively affected development of autonomy; however, more PDs believed that involvement with preoperative preparation in particular (marking the patient, consenting the patient, filling out a history and physical, prepping and draping the patient) was important (P < 0.05). PDs believed that duty-hour limitations negatively affected the trainee's ability to develop autonomy in the OR, whereas more trainees believed that hospital or OR efficiency policies played a negative role (P < 0.05). Finally, compared with trainees, PDs believed that the appropriate amount of time for safe struggle before the attending should take over the case was when OR efficiency was compromised or at any moment the trainee is unsure of themselves (P < 0.05); trainees believed that the attending should take over the case after the limit of their skill set or troubleshooting ability was reached (P < 0.05). Familiarity of the attending physician with the trainee is an important positive factor for development of entrustment and autonomy in vascular surgery trainees. Duty-hour limitations and belief of the need for hospital efficiency may negatively impact operative independence of trainees. An open discussion about balancing OR efficiency and trainees' safe struggle is essential to address the growth of independent operative skills in vascular surgery trainees.

Assessing for Practice-Based Learning and Improvement: Distinguishing Evidence-Based Practice From Reflective Learning.

Assessing for Practice-Based Learning and Improvement: Distinguishing Evidence-Based Practice From Reflective Learning.

Augmented Terminal Feedback Influences Cognitive Ability of Surgical Trainees: A Randomized Controlled Trial

Augmented Terminal Feedback Influences Cognitive Ability of Surgical Trainees: A Randomized Controlled Trial

USAHA PERLUASAN KESEMPATAN KERJA BAGI ANGKATAN KERJA MELALUI PELATIHAN PADA BIDANG TEKNISI KOMPUTER

Abstract Indonesia faces challenges in the future to make the demographic bonus as a driving force for the economy or will it just be a burden on the State. To improve human resources competences and minimize the unemployment rate, one of the efforts undertaken is to undertake a vocational training program through cooperation with partners in each city. ISB Atma Luhur as a partner in collaboration with BPJAMSOSTEK held training in the field of computer technicians. This training is specifically intended for BP Jamsostek participants who are no longer working as well as several other requirements. Activities carried out include providing entrepreneurship and computer materials, home PC assembly practices, discussion of assembly problems, Windows installation practices, drivers and supporting software, and discussion of OS problems. The end result of this training is 15 trainees ability increase and given certificates so thay they can use them as training proof when they looking for work.

Pioneering virtual otolaryngology specialist examinations in South Africa in the COVID-19 and post-COVID-19 era.

South Africa, and the African continent, have a shortage of ear, nose and throat (ENT) specialists. The coronavirus disease 2019 (COVID-19) pandemic not only had an adverse impact on specialist training, but also impacted the ability of trainees to undertake the final examinations in order to qualify as ENT specialists. The response to the COVID-19 pandemic resulted in the postponement of the final examination of the Fellowship of the College of Otorhinolaryngologists of South Africa (FCORL (SA)). A virtual clinical examination was held via videoconferencing to assess clinical judgement, insight, reasoning and decision making. The virtual clinical assessment allowed trainees to undertake the final examination despite the COVID-19 pandemic, ensuring that they could be added to the limited number of specialists in South Africa and the African continent.

The RCA ReCAst: A Root Cause Analysis Simulation for the Interprofessional Clinical Learning Environment.

The Accreditation Council for Graduate Medical Education calls for resident participation in real or simulated interprofessional analysis of a patient safety event. There are far more residents who must participate in these investigations than available institutional root cause analyses (RCAs) to accommodate them. To correct this imbalance, the authors developed an institutionally sponsored, interprofessional RCA simulation program and implemented it across all graduate medical education (GME) residency programs at the Hospital of the University of Pennsylvania. The authors developed RCA simulations based upon authentic adverse events experienced at their institution. To provide relevance to all GME programs, RCA simulation cases varied widely and included examples of errors involving high-risk medications, communication, invasive procedures, and specimen labeling. Each simulation included residents and other health care professionals such as nurses or pharmacists whose disciplines were involved in the actual event. Participants adopted the role of RCA investigation team, and in small groups systematically progressed through the RCA process. A total of 289 individuals from 18 residency programs participated in an RCA simulation in 2019-2020. This included 84 interns (29%), 123 residents (43%), 20 attending physicians (7%), and 62 (21%) other health care professionals. There was an increase in ability of GME trainees to correctly identify factors required for an RCA investigation (62% pre vs 80% post, P = .02) and an increase in intent to "always report" for each adverse event category (3% pre vs 37% post, P < .001) following the simulation. The authors plan to expand the RCA simulation program to other GME clinical sites while striving to involve all GME learners in this educational experience at least once during training. Additionally, by collaborating with health system patient safety leaders, they will annually review all new RCAs to identify cases suitable for simulation adaptation.

Systematic review on the current state of simulation training in glaucoma surgery

PurposeSimulation provides a realistic environment to learn technical and non‐technical skills for surgical trainees, without compromising patient safety. Glaucoma surgery is intricate and complex, demanding the highest order of manual dexterity and skill. Mastering the array of glaucoma procedures takes time and practice. High‐fidelity simulation offers a solution to learn this effectively in an artificial environment before operating on patients. The purpose of this study was to summarise the literature and identify simulation training models available to learn glaucoma surgery.MethodsPubMed, Embase, Medline and Cochrane Library were systematically searched using keywords and MeSH terms: simulation, training, education, learning, glaucoma surgery, filtering surgery, shunting surgery and MIGS. The search yielded 148 articles, these were filtered by abstract and/or title by two independent reviewers.ResultsA total of 6 articles published in English with full text available were identified. All studies used high‐fidelity simulators, a trainee cohort and tested technical skills. No study examined non‐technical skills. Three studies described wet‐lab simulators for MIGS and three studies described a mix of wet and dry‐lab simulators for trabeculectomy surgery. Three studies used human cadaveric eyes, two studies adopted pig eyes and one study employed fruit. Only one study used a validated instrument in assessing technical skills of trainees.ConclusionsSimulation provides an immersive scenario for both trainees and seniors to practice procedural techniques that increase expertise, reduce cognitive load and improve patient safety. There is a limited number of models for simulation training in glaucoma surgery, impeding the ability of trainees to learn evolving surgical techniques. Further work is required in producing high‐fidelity, but cost‐effective simulators in glaucoma surgery to train technical and non‐technical skills.

Effect of a behavioral intervention on anxiety and perceived performance of non-technical skills during surgical simulations

BackgroundSurgical trainees experience intrinsic stress and anxiety during high-acuity clinical situations which can negatively impact performance. Emerging data suggests that education in mindfulness-based coping techniques may improve performance. We evaluated the effects of a stress recovery intervention on novice trainees’ perceived level of anxiety during an intentionally stressful simulation. MethodsParticipants were recruited from surgical intern classes over three consecutive years. All participants completed a simulation intentionally designed to evoke a stress response. Participants then completed a stress recovery intervention or received no additional training. All participants then completed a second novel simulation. ResultsIntervention participants had significantly higher self-reported ability to manage stress (intervention 2.4 to 3.6, p < 0.01; control 2.8 to 3.3, p = 0.06), and stop, think, and observe (intervention 2.5 to 3.7, p < 0.01; control 2.6 to 3.3, p = 0.08) during the second simulation. Both groups also had significantly lower levels of state anxiety during the second simulation as compared to the first (intervention 45.1 vs 59.3, p < 0.01; control 49.3 vs 57.4, p < 0.05). During the second simulation, trainees in both groups reported improvements in perceived abilities to: recognize stress (intervention 2.7 to 4.1, p < 0.01; control 2.9 to 3.6, p < 0.05), communicate with and lead their team (intervention 2.4 to 3.3, p < 0.05; control 2.3 to 3.3, p < 0.01), and to prioritize, plan, and prepare (intervention 2.1 to 3.1, p < 0.05; control 2.1 to 3.0, p < 0.01). ConclusionOur research shows that a brief intervention was associated with a significant increase in trainee ability to both recognize internal stress and engage in proactive coping mechanisms. This research also shows that while repeated stress-inducing simulations may themselves decrease perceived anxiety levels in novice surgical trainees, training in coping strategies may potentiate this effect.

A Proficiency-Based Progression Simulation Training Curriculum to Acquire the Skills Needed in Performing Arthroscopic Bankart and Rotator Cuff Repairs—Implementation and Impact

To investigate the impact of a proficiency-based progression (PBP) curriculum employed to teach trainees in the skills needed to demonstrate proficiency for an arthroscopic Bankart repair (ABR) and an arthroscopic rotator cuff repair (ARCR) by objectively comparing pre- and immediate postcourse performances. In a prospective study, 16 arthroscopy/sports medicine fellows and 2 senior residents (complete group: N= 18) were randomly assigned to perform a precourse cadaveric ABR (Bankart subgroup: N= 6), ARCR (cuff subgroup: N= 6), or basic skills on a shoulder simulator (N= 6). After completing a PBP training curriculum, all 18 registrants performed both an ABR and ARCR scored in real time by trained raters using previously validated metrics. The Bankart subgroup made 58% fewer objectively assessed errors at the completion of the course than at baseline (P= .004, confidence interval -1.449 to-0.281), and performance variability was substantially reduced (standard deviation= 5.89 vs 2.81). The cuff subgroup also made 58% fewer errors (P= .001, confidence interval -1.376 to 0.382) and showed a similar reduction in performance variability (standard deviation= 5.42 vs 2.1). Only one subject's precourse baseline performance met the proficiency benchmark compared with 89% and 83% of the all registrants on the final ABR and ARCR cadaveric assessments, respectively. The results of this study reject the null hypothesis. They demonstrate that the implementation of a PBP simulation curriculum to train the skills necessary to perform arthroscopic Bankart and rotator cuff repairs results in a large and statistically significant improvement in the trainee's ability to meet the 2 related performance benchmarks. Proficiency was demonstrated by 89% and 83% of the trainees for an ABR and an ARCR, respectively, in a two- and one-half day course. Surgical training employing a PBP curriculum is efficient, effective, and has the potential to improve patient safety.

"Arrhythmia Reading": A Diverse Teaching Approach to Improve the Ability of 2 Year NPGY Nurses to Interpret and Manage Arrhythmias

The author of this paper works in the critical care ward of an internal medicine department. During the study period, current trainees in a nurse post graduate year (NPGY) program joined our nurse team. While at our ward, they were required to demonstrate clinical nursing competencies in intensive care units in the facets of nursing knowledge, equipment use, prediction of emergencies, emergency response, and patient evaluation and management. The ability to interpret arrhythmias is critical to connecting and coordinating these competencies. However, arrhythmia interpretation is usually the most difficult skill for nurses to master. This study was developed to improve the knowledge of NPGY trainees regarding arrhythmia interpretation, the accuracy of their arrhythmia interpretation and management, and their confidence in caring for patients with arrhythmia. The period of this study spanned from April 5th to June 18th, 2018. After surveying the current capabilities of the NPGY trainees to provide a reference for improvement, several teaching strategies were adopted. These strategies included: (1) provision of arrhythmia clinical scenarios; (2) establishment of multimedia teaching and interactive e-books; (3) development of memory strategies; and (4) mind mapping. The accuracy of the trainees' knowledge regarding arrhythmia interpretation increased from 52.5% pretest to 92.5% posttest, while their arrhythmia interpretation skill improved from 56.3% pretest to 92.5% posttest. Furthermore, their caring-for-patients-with-arrhythmia confidence score increased from 5.5 to 9.1. All of the objectives of this study were achieved. The diverse teaching approach employed in this study enhanced the ability of trainees to remember and recall relevant theories as well as improved their related practical skills. Furthermore, posttest, the trainees were significantly less nervous during encounters with patients with arrhythmia and demonstrated improved problem-solving abilities. Participation in this intervention significantly improved the confidence of trainees to serve as critical care nurses and to pursue a career in critical care nursing.

Attitudes and experience of urology trainees in interpreting prostate magnetic resonance imaging.

Multiparametric magnetic resonance imaging (mpMRI) has resulted in accurate prostate cancer localization and image-guided targeted sampling for biopsy. Despite its more recent uptake, knowledge gaps in interpretation and reporting exist. Our objective was to determine the need for an educational intervention among urology residents working with mpMRIs. We administered an anonymous, cross-sectional, self-report questionnaire to a convenience sample of urology residents in U.S. and Canadian training programs. The survey included both open- and closed-ended questions employing a five-point Likert scale. It was designed to assess familiarity, exposure, experience, and comfort with interpretation of mpMRI. Fifty-three surveys were completed by residents in postgraduate years (PGY) 1-5 and of these, only 12 (23%) reported any formal training in mpMRI interpretation. Most residents' responses demonstrated significant experience with prostate biopsies, as well as familiarity with reviewing mpMRI for these patients. However, mean (± standard deviation [SD]) Likert responses suggested a relatively poor understanding of the components of Prostate Imaging-Reporting and Data System (PI-RADS) v2 scoring for T2-weighted films (2.45±1.01), diffusion-weighted imaging (DWI) films (2.26±0.90), and dynamic contrast-enhanced (DCE) films (2.21±0.99). Similar disagreement scores were observed for questions around interpretation of the different functional techniques of MRI images. Residents reported strong interest (4.21±0.91) in learning opportunities to enhance their ability to interpret mpMRI. While mpMRI of the prostate is a tool frequently used by care teams in teaching centers to identify suspicious prostate cancer lesions, there remain knowledge gaps in the ability of trainees to interpret images and understand PI-RADS v2 scoring. Online modules were suggested to balance the needs of trainee education with the residency workflow.

Empathic abilities and their mediators in Tunisian psychiatry trainees

Purpose The purpose of this paper was to assess empathy dimensions in Tunisian psychiatry trainees and to evaluate their relationship with relevant professional and extra-professional factors. Design/methodology/approach An online questionnaire survey was administered to the psychiatry trainees affiliated in the four faculties of medicine of Tunisia (n = 120). It comprised, in addition to sociodemographic and professional variables, the interpersonal reactivity index, a multidimensional instrument that evaluates perspective taking, empathic concern, personal distress and fantasy. Other self-report measures were used to assess emotion regulation, social support and self-efficacy. Data were analyzed using Statistical Package for Social Sciences. Findings The response rate was 71%. Descriptive statistics showed that personal distress’ scores were lower than the other empathy dimensions’ scores. Perspective taking scores were negatively correlated with emotion regulation difficulties. Personal distress scores were positively correlated with emotion regulation difficulties. Hierarchical regression analysis revealed that being an only child significantly contributed to perspective taking and having an extra-professional activity significantly contributed to less personal distress. Perceived stress, social support and having a master’s degree were significant predictors for empathic concern. Self-efficacy was a significant predictor of perspective taking, with emotion regulation difficulties mediating this relationship. Practical implications Interventions dedicated to improve psychiatry trainees’ empathy should focus not only on clinical practice and medical education but also on emotional support and recovery activities. Originality/value A unique feature of this study is the investigation of the potential impacts of emotion regulation difficulties and perceived self-efficacy on empathic abilities of psychiatry trainees.

Simulation-Based Mastery Learning With Virtual Coaching: Experience in Training Standardized Upper Endoscopy to Novice Endoscopists

Simulation-Based Mastery Learning With Virtual Coaching: Experience in Training Standardized Upper Endoscopy to Novice Endoscopists

INNOVATION OF TRAINING DESIGN TO INCREASE WRITING SKILL OF SCIENTIFIC ARTICLES FOR PARTICULAR FUNCTIONAL CIVIL SERVANTS THROUGH THE “REVERSE THINKING” METHOD

This study aims at creating, implementing dan examining a training design innovation, whether or not it can improve the ability of the trainees. The study was carried out using descriptive-quantitative approach. This study has successfully created a training design called the Reverse Thinking (RT) method. That training design was then applied to the Article Writing Training at the Education and Training Center of the Central Statistics Bureau, attended by widyaiswara and statisticians with a total of 95 participants divided into two batches. The RT method has proven to be very effective in improving the ability of trainees to write scientific articles, both in terms of cognitive, affective, and psychomotoric (practical) aspects. Some indicators were that almost 100% of the trainees successfully submitted their papers to scientific journals on the last day of the training, evenmore 28 articles finally being published. The cognitive abilities of the participants also improved, indicated by the increase of the post-test scores. In the affective aspect, all participants have stated that their motivation in writing articles increased, as shown by the concentrated value between 7 and 10, from the 1 – 10 Likert Scale. Those results proved that the RT method could effectively improve competence of the training participants, both teoritically and practically.

Perceptions of research training in a hematology/oncology fellowship program.

11030 Background: Current research training in Hematology/Oncology (Heme/Onc) fellowship is typically limited to mentoring relationships, which are highly variable due to the absence of standardized training for mentors and different perceptions of successful mentor-mentee relationships. Formal research productivity assessment is challenging and lacking in our current educational framework. Methods: Electronic surveys were developed to assess research training during fellowship at the University of Wisconsin (UW). Surveys were sent to current Heme/Onc fellows (n = 9), members of fellowship leadership (n = 4), and core research faculty (n = 5) with prior successful mentorship to trainees. Results: Surveys were completed by 6 fellows, 3 fellowship leadership, and 5 core research faculty. Both faculty and trainees recognized the research mentor-mentee relationship to be critical, with 5/6 (83%) fellows and 3/5 (60%) core research faculty identifying research mentors as the most meaningful training source. However, despite 5/6 (83%) fellows having a research mentor identified, there were large variations in the perceived level of proficiency in core research topics. While 3 fellows felt only slightly prepared in basics of clinical trial design, 1 fellow felt very prepared and 2 felt somewhat prepared. Furthermore, 2 fellows each felt very prepared, somewhat prepared, or not at all prepared in assembling grant components. There was also variable confidence reported by core research faculty in the ability of trainees to obtain funding and conduct independent research after fellowship, with 1 extremely confident, 2 somewhat confident, and 2 only a little confident. All individuals surveyed recognized manuscript publication, abstract presentation, and grant acquisition as important measures of research productivity. Beyond that, however, only 1/5 (20%) core research faculty and 0/3 (0%) fellowship leadership noted using rubrics for critical review of trainee academic progress despite 3/6 (50%) fellows believing that such rubrics were being used for their evaluation. Conclusions: The divergent experiences identified among research mentors and mentees and the lack of clearly defined metrics of research productivity highlights the need for a more standardized educational framework and formative evaluation tools. These identified needs have led to a pilot program at UW that intends to create a professional learning community for research mentors, define competencies for research training, and design a research training portfolio and accompanying assessment rubric.