Research Training Program Research Articles

A collaborative approach to advancing research and training in Public Health Data Science—challenges, opportunities, and lessons learnt

The unprecedented availability of increasingly complex, voluminous, and multi-dimensional data as well as the emergence of data science as an evolving field provide ideal opportunities to address the multi-faceted public health challenges faced by low and middle income countries (LMIC), especially those in sub-Saharan Africa. However, there is a severe lack of well-trained data scientists and home-grown educational programs to enable context-specific training. The lack of human capacity and resources for public health data analysis as well as the dire need to use modern technology for better understanding and possible intervention cannot be dealt with currently available educational programs and computing infrastructure, demanding a great deal of collaboration and investments within Africa and with the Global North This paper describes processes undertaken to establish sustainable research training programs and to train a new generation of data scientists with knowledge, mentoring, professional skills, and research immersion. The goal is to position them for rigorous, biomedically grounded and ethically conscious Public Health Data Science practice with a focus on Ethiopia and Kenya. The programs are realized through partnership among Columbia University (CU, USA), Addis Ababa University (AAU, Ethiopia), and the University of Nairobi (UoN, Kenya). In this paper, we describe the collaborative project named “Advancing Public Health Research in Eastern Africa through Data Science Training (APHREA-DST)” delving on its conceptualization, implementation framework and activities undertaken. We adopted both qualitative and quantitative approaches to understand the needs of the stakeholders for such educational and training programs. Through harmonized online surveys and stakeholder engagements via focus group discussions in Ethiopia and Kenya, a curriculum was developed for a masters degree program in Public Health Data Science (PHDS). Moreover, the engagement with local projects in both countries as well as active collaboration with other data science related projects in Africa under DSI-Africa consortium benefited the project to start the M. Sc. program successfully. So far, the launching of the graduate program in both countries and the two-cycle experience sharing program done at Columbia University as well as the numerous MoUs signed between partners for data sharing and internships are the major successes of the project. In this paper, we discuss in detail the challenges faced as well as the existing opportunities and lessons learnt this far in implementing this tripartite collaborative teaching and research project.

Clinical Research Practitioner: Transformation to a Competent Professional Through Reflective Practice.

The National Institute for Health and Care Research (NIHR) has significantly contributed to the growth of clinical research activities in the United Kingdom. Central to this expansion is the pivotal role of Clinical Research Practitioners (CRPs) within the healthcare organization. This narrative explores reflective practice as a dynamic tool and essential requirements for their transformation and development into competent CRPs. Additionally, this article adds to the growing literature to highlight the benefits of having a professionally registered CRP for NHS organizations. By weaving together personal insights, professional development, and the integration of acquired knowledge, the narrative illuminates the profound impact of reflective practice on the evolution of a skilled and adept CRP. This review adds to the current literature on the importance of reflective practice in improving professionalism and competency for registered CRPs. The narrative emphasizes lifelong learning and reflective practice integration in clinical research training programs. It suggests further research on workplace reflection for knowledge integration. This resource is valuable for CRPs, organizations, and policymakers, emphasizing professionalism, competency development, and reflective practice in clinical research.

A scientific research training programme for teaching biomedical students to identify the horizontal transfer of antibiotic resistance genes.

Worldwide prevalence of multi-antibiotic resistant bacteria is rapidly increasing, and the education of undergraduates and graduates about antibiotic resistance and its associated horizontal gene transfer is critical in the general effort to confront the spread of antibiotic resistance. In this study, a deeper understanding of antibiotic resistance and horizontal gene transfer was achieved by biomedical undergraduate students through a scientific research programme. The enthusiasm of students to participate in the training programme was very high, and results revealed that each student could identify the antibiotic resistance integrative and conjugative element from the Stenotrophomonas maltophilia MER1 genome. Each student could also draw the phylogenetic relationship of the antibiotic resistance integrative and conjugative element. In addition, students proved the horizontal transfer of antibiotic resistance genes from S. maltophilia MER1 to Escherichia coli strain 25DN through conjugation and PCR assays. Each group of students was able to obtain the expected results, indicating that the outcome of the scientific research programme was highly reproducible. This programme improved the theoretical knowledge about antibiotic resistance and horizontal gene transfer and the research skills of biomedical sciences students. Through this programme, students learned that antibiotic resistance genes can be horizontally transferred among different bacteria, laying a solid foundation for students to value the importance of the appropriate use of antibiotics in their future work and life.

An Early Career Perspective on the Value of Interdisciplinary Training Networks

As a global society, we face various challenges that threaten economic, social, and ecological stability and security. Tackling complex global challenges, such as antimicrobial resistance (AMR) and climate change, requires collaboration and the integration of diverse perspectives from across the full spectrum of disciplinary approaches. This requires an increasing number of effective interdisciplinary researchers. In this reflective article, I present a case study narrative based on my own experience to examine how my interactions with an interdisciplinary training scheme (the Medical Research Foundation’s National PhD Training Programme in Antimicrobial Resistance Research (MRF-PhD-AMR Programme)) helped me develop as an interdisciplinary early career researcher. I describe three key interactions I had with the MRF-PhD-AMR Programme during and after my doctoral studies, and how these interactions offered me different opportunities to develop the capacity to effectively navigate interdisciplinary spaces. My reflections help highlight the importance of supporting doctoral and postdoctoral researchers in engaging in training opportunities that cross disciplinary boundaries, to enable them to become more effective interdisciplinary researchers. Funding Acknowledgment My doctoral research exploring antimicrobial usage in UK livestock farming was funded by the Economic and Social Research Council [grant number ES/J500148/1]. My attendance at MRF-PhD-AMR Programme events was funded by the Medical Research Foundation [grant number MRF-145-0004-TPG-AVISO]. At the time of writing, I am employed as a Knowledge Exchange Fellow on the ACCESS (Advancing Capacity for Climate and Environment Social Science) project, which is funded by the Economic and Social Research Council [grant number ES/W00805X/1].

Prophylactic antibiotics for manual removal of retained placenta in vaginal birth.

Retained placenta is a potentially life-threatening condition because of its association with postpartum haemorrhage. Manual removal of the placenta increases the likelihood of infectious complications of the uterine cavity. So, prophylactic antibiotics are recommended by some experts, and commonly administered to reduce these risks. However, the evidence supporting this decision is limited. This review aims to assess the effectiveness of prophylactic antibiotics for manual removal of retained placenta after vaginal birth. To compare the effectiveness and adverse effects of routine prophylactic antibiotics for the manual removal of placenta after vaginal birth. To identify appropriate prophylactic antibiotic regimens. For this update, we searched CENTRAL, MEDLINE, Embase, CINAHL, and two trials registries, in addition to screening the reference lists of retrieved studies and systematic reviews. The last search was 14 May 2024. All randomised controlled trials and non-randomised studies comparing prophylactic antibiotics to no treatment or to another prophylactic antibiotic to prevent postpartum endometritis after manual removal of placenta after vaginal birth. The critical outcome in our review was postpartum endometritis. Other important outcomes were puerperal morbidity, perineal infection, duration of hospital stay, sepsis, any infection, blood loss, postpartum haemorrhage, secondary postpartum haemorrhage, readmission to hospital, adverse effects of the drugs, women's satisfaction, and neonatal outcomes, such as jaundice, sepsis, neonatal intensive care unit admission, et cetera. The risk of bias was assessed at the outcome level. We used the Risk of Bias in Non-Randomised Studies of Interventions (ROBINS-I) tool to assess the risk of bias in non-randomised studies. We carried out statistical analysis using Review Manager. We used a fixed-effect meta-analysis to synthesise the results, and GRADE to assess the certainty of the evidence. We included four retrospective cohort studies with a total of 974 participants. Studies were conducted in Germany, Bulgaria, Norway, and Israel, between 1983 and 2017. Prophylactic antibiotics versus no antibiotics was the only comparison in our analysis. Postpartum endometritis We do not know whether prophylactic antibiotics have an impact on postpartum endometritis (risk ratio (RR) 0.94, 95% confidence interval (CI) 0.48 to 1.85; 4 studies, 974 participants; very low-certainty evidence). Postpartum haemorrhage The evidence suggests that prophylactic antibiotics may result in little to no difference in postpartum haemorrhage (RR 1.00, 95% CI 0.78 to 1.29; 1 study, 325 participants; low-certainty evidence). Neonatal intensive care unit admission (NICU) The evidence suggests that prophylactic antibiotics may result in little to no difference in NICU admission of the neonate (RR 0.86, 95% CI 0.29 to 2.61; 1 study, 353 participants; low-certainty evidence). There were no data available for other important outcomes, including puerperal morbidity, perineal infection, duration of hospital stay, sepsis, any infection, blood loss, secondary postpartum haemorrhage, readmission to hospital, adverse effects of drugs, women's satisfaction, or neonatal outcomes of jaundice or sepsis. There is very uncertain evidence supporting the use of prophylactic antibiotics for manual removal of placenta for preventing postpartum endometritis. The evidence suggests that prophylactic antibiotics result in little to no difference in postpartum haemorrhage or admission to a neonatal intensive care unit. There were no available data on other important outcomes. Multicentre, randomised controlled trials comparing antibiotic prophylaxis and placebo or no antibiotic, or one antibiotic and another, for manual removal of placenta in vaginal birth are needed to provide more robust evidence. This systematic review received support from the UNDP-UNFPA-UNICEF-WHO-World Bank Special Programme of Research, Development and Research Training in Human Reproduction (HRP). Protocol and previous versions are available at https://10.1002/14651858.CD004904.pub3.

The Sherbrooke-Lyon Research Training Program in Acoustics - Projet Samuel de Champlain 2022-2024

We present the Sherbrooke-Lyon Research Training Program in Acoustics ("Projet Samuel de Champlain" 2022-2024, funded by the FRQNT: Fonds de recherche du Québec - Nature et technologies), which brings together teams from Université de Sherbrooke and from Master of Science in Acoustics of Lyon. This project aims to build a joint teaching program in acoustics through joint courses integrated into the graduate programs of the two institutions, research internships, and academic exchanges of students and researchers associated with the project. The joint courses are based on existing activities at the two institutions, whose content and teaching methods (mainly online) are adapted to the project. In the last two academic years, students from Sherbrooke followed the sound perception course of Lyon in co-modal modalities; and conversely, students from Lyon followed the smart acoustic lab module offered at UdeS in virtual mode. Three undergraduate students took also part in the program during their spring/summer internships (in the other partner lab, resp. CRASH and LVA), developing hybrid and virtual content (numerical laboratories). The presentation will focus mainly on how such innovative collaboration modalities can be applied in the context of education and research at university.

An Innovative Integrated Geospatial Information Systems & Quality Improvement Residency Research Training Program

Introduction Participation in scholarly activity during residency has posed barriers to departments that include: research mentorship, an active and supportive research community, formal research infrastructure and programming, and diverse and accessible opportunities for scholarly activity with faculty, staff and communities in our service region. In response to these barriers our team has created a formal QI research training program for psychiatry residents.2 Our solutions include: assembling a dedicated team, which contains both department leadership and a GIS faculty expert, an expanded interdisciplinary team which includes research librarians and grant support, GIS as a tool and science to best orient residents to the regional landscape and needs of our service populations, formal research training covering GIS, Cultural Psychiatry, and Psychometrics in Psychiatry as curricular themes, and a Chief Resident for Research role to facilitate bridges between residents and faculty and to promote a continuous research community. Methods An inquiry-based approach is applied to our formal research curriculum. Year 1 is an inquiry theme focused on basing resident QI research on the needs of our service region. Year 2 is themed research wherein literature reviews, dashboards and Storymaps are the emphasized outputs. Year 3 is themed implementation and residents are supported to use their dashboards with community to aid community organizations in making decisions for and with populations they serve. Lastly, year 4 is themed construct wherein residents are supported to complete and submit manuscripts and grants. Results Our pre-pilot phase was underway as of July 1st, 2023. To begin integrating within the Psychiatry & Neuroscience department as a formal program our team targeted core departmental programming; Grand Rounds, Journal Club, and didactics. We presented our curriculum to department staff, faculty, leadership and some residents during Grand Rounds in a detailed PowerPoint presentation. We worked with the faculty and staff directors of Journal Club to have our 2nd year deliverable of a StoryMap or Dashboard become the presentation for each PGY2. We presented it to all residents at a didactic session. As a follow-up to the didactic presentation we sent residents a QI attitudes and interest survey, which was an adaptation from the BASiC-QI. An estimated 20% of residents responded to the survey. From the residents who responded to the survey, the majority have followed-up with starting regular research mentor meetings with the Vice Chair for Research and advancing their projects. Findings/Conclusions Our pre-pilot year is nearing an end. Our full pilot year will begin on July 1st 2024. Thus far we have accomplished increasing buy-in for the program, and selecting a Chief Resident for Research and Wellness. We have also invited our new cohort of residents to our first annual QI/GIS conference showcase enabling a group of interns to begin a new year within our formal curriculum. We will also formalize the tracking of our increases in scholarly activities and our effectiveness with promoting and supporting scholarly activities within our department. Results from the integration of this program into the department and residency training program will be more evident in phases to come.

Manual wheelchair training approaches and intended training outcomes for adults who are new to wheelchair use: A scoping review.

Wheelchair training is pivotal for safety, independence, and occupational engagement in the community, yet adults coming into wheelchair use often receive insufficient or untailored training. This research aimed to understand the range and type of manual wheelchair training approaches that exist for adults commencing wheelchair use. A systematic scoping review involved searching eight electronic databases and grey literature up to September 2023. Papers relating to manual wheelchair training for adults and their caregivers were included for data extraction. Eighty-seven articles were included in this review. The International Classification of Functioning (ICF) was used to organise and analyse data related to intended training outcomes. Consumer consultation was not included in this review; however, the outcomes suggest that involving consumers in future wheelchair training research is critical to assure community participation outcomes. Data were extracted from 87 papers. Manual wheelchair training was delivered across diverse contexts encompassing varied support structures, trainer backgrounds, and technology and was commonly directed towards wheelchair users with spinal cord injury. Intended training outcomes most frequently mapped to the activity and participation component of the ICF (n= 39), followed by personal factors (n= 27), body structures and functions (n= 18), and environmental factors (n= 3), with limited focus on longer term occupational engagement outcomes. Most existing manual wheelchair training focussed on the acquisition of individual wheelchair skill and may not facilitate generalised and long-term occupational participation outcomes. Further exploration into the contexts that support occupational engagement, particularly for older adults with progressive conditions, is required to support service provision. We looked at what manual wheelchair training approaches exist for adults who need to use a manual wheelchair and what training helps people to do/achieve. We did a scoping review that looked at literature about manual wheelchair training programs for adult wheelchair users. We found 87 research papers and training programs that we included in our review. We recorded and analysed information from all the papers about the wheelchair training programs and outcomes for people who do these programs. We found that manual wheelchair training can be done in structured or ad hoc ways, can have different amounts of training, can be provided face-to-face or online, and can be given by different allied health professionals and other wheelchair users. Most training programs had short-term outcomes like learning manual wheelchair skills, being able to use the wheelchair properly, and feeling confident about using a wheelchair. Some had longer term outcomes about being able to use the manual wheelchair in everyday activities. Most people who did the training programs that we looked at in this review were manual wheelchair users with spinal cord injury. Because not many wheelchair programs have been tried with people who do not have a spinal cord injury, it is hard for occupational therapists to make recommendations about training for other people who use a manual wheelchair. Manual wheelchair training that is done in the community and made to meet the needs of individuals may help people with using their wheelchair for their everyday activities and participate in their community.

Tribal undergraduate to graduate research training and leadership experiences program (NIGMS)

Tribal undergraduate to graduate research training and leadership experiences program (NIGMS)

Abstract B108: Developing and implementing an effective reflective practice toolkit on a cancer research training program

Abstract Hispanic/Latinos, Black/African Americans, Asians, American Indian or Alaska Natives, Native Hawaiians or Other Pacific Islanders, or individuals who report more than one race are underrepresented in the biomedical workforce. In order to combat this disparity, the Summer Cancer Research Institute (SCRI) was developed to train underrepresented minority (URM) students in cancer research. This study explored the feasibility and impact of reflective practices on trainees’ experience and learning outcomes within the SCRI training program. Reflective practice has been shown to increase metacognition, competency, feelings of belonging, and the sense of a scientific identity, all of which are crucial skills for URM trainees. In this study, we developed and implemented a robust toolkit to support reflective practice, which includes (1) four reflective journal entries, (2) four bi-weekly check-in discussion groups, (3) two social media posts, (4) two reflective practice seminars and (5) pre- and post-program surveys. The toolkit was utilized to actively engage trainees in reflective practices throughout their participation in the summer training program. The goals were to (1) enhance the trainees' ability to effectively use reflective practice for their learning, and (2) support and improve their overall learning experience and outcomes in the summer training program. Grounded theory was used to analyze the data collected to examine how the completion of assignments included in the toolkit impacted the overall learning experience of trainees. This involved assessing the trainees' ability to critically reflect on their assumptions and biases, expectations, previous and current experiences, perceived challenges, and personal growth throughout the program, as well as their visions for future education and professional careers. The findings from this study inform our understanding of how reflective practice toolkits can contribute to positive outcomes and resilience among individuals engaged in a cancer research training program. In this presentation, we plan to discuss the importance of reflective practice in cancer disparity research education and the specific mechanisms through which it improved the trainees’ learning experiences and outcomes. We will also share the successes and challenges in implementing the toolkit and explore the potential for our toolkit to be utilized by similar training programs. Citation Format: Emily R. Kaminsky, Yuku Chen, Lin Zhu, Carolyn Fang, SJ Dodd. Developing and implementing an effective reflective practice toolkit on a cancer research training program [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B108.

Abstract A057: Superfund sites and cancer risk: Cluster analysis in Puerto Rican municipalities between 2010 and 2020

Abstract Introduction: Living within proximity to hazardous waste (superfund) sites can pose an increased risk of exposure to chemicals of concern, including cancerogenic substances. Per- square mile, Puerto Rico has a high density of contaminated sites, including the designation of 19 superfund sites by the Environmental Protection Agency across the archipelago. Understanding how living within proximity to superfund sites can help recognize communities that are at greater health risks, such as increased cancer risks. Objectives: Identify clusters and outliers for all types of cancer, to assess ecological risk, by the presence of superfund sites across Puerto Rico. Methods: All types of cancer were recorded and provided by the Puerto Rico Central Cancer Registry for the period of 2010-2020. This data was summarized by municipalities (n=78). Cancer cases in each county were aggregated and divided by population in 2020 to show prevalence of cases. Using geographical information systems (ArcGIS), a Local Moran’s I was run to identify potential municipalities that have clusters; location with similar high (hot spots) or low values (cold spots) and outliers; locations with dissimilar values from their surrounding neighbors. A layer representing municipalities with superfund sites was also applied to the map to see if there was a relationship between living in a superfund site and cancer risk. This study was approved by UPRCCC IRB Protocol #2023-11-124. Results: Between 2010 and 2020, a total of 114,560 diagnosis occurred for all types of cancer in PR, from which 48.06% accounted for females and 51.93% for males, with breast and prostate as the primary cancer sites, respectively. Our analyses showed one hotspot and three cold spots with statistically significant differences from their neighboring municipalities. One hotspot was in Canovanas (p=0.03) which has a superfund site related to pharmaceutical chemicals. The three coldspots were in Cataño (p=0.04), Trujillo Alto (p=0.04), and Guánica (p=0.03). Additionally, four high and low outliers were identified. Across the municipalities, in the lower outliers Vega Alta (p=0.04), Corozal (p=0.002) are the only ones with current Superfund sites. Cabo Rojo (p=0.002) and San German (p=0.006) are included in the list of higher outliers, which are places with superfund sites. However, Hormigueros (p=0.03), and Arroyo (p=0.03), are also in this category. Conclusion: The results identify the key cancer clusters and outliers across municipalities in comparison to neighboring municipalities on the island. Results show municipalities with and without Superfund sites as part of the higher outliers list, which additional research could help establish other contributing factors. Further analysis is needed to consider what factors affect the clusters such as age range, type of cancer, and presence of other environmental contaminants in the area. Acknowledgements: This research was supported by award 1R25CA240120-01 (Cancer Prevention & Control Research Training Program) from the National Cancer Institute. Citation Format: Sailing JT Tang, Nancy R. Cardona, Ana P. Ortiz. Superfund sites and cancer risk: Cluster analysis in Puerto Rican municipalities between 2010 and 2020 [abstract]. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr A057.

Qualitative insights into the effectiveness of a targeted nursing research support program: Understanding and experiences of support recipients and providers

AimThe aims of this study were to examine the effectiveness of a targeted nursing research support program for clinical nurses. BackgroundNursing research capacity is increasingly essential to clinical nurses and currently relatively low. Therefore, effective and systematic nursing research training programs are urgently needed to improve the scientific research abilities of nurses. MethodsQualitative research was conducted to investigate the effectiveness of a targeted nursing research support program. The program was formulated by considering the research training requirements of nurses and standard nursing research procedures, through literature review and group deliberations. The program was implemented for 973 nurses using a “plan–action–observation–reflection” learning cycle. The research outcomes achieved by nurses were evaluated and thematic analysis conducted to assess the perspectives of nurses and teachers regarding the research support program. ResultsNurses participating in the targeted nursing research support program collectively accomplished 195 research proposals and authored 332 original research articles. Nurses shared their rich experience as “understanding my needs and achieving my potential”, including: (1) systematic procedures and coherence; (2) easy to learn, easy to use; (3) a sense of belonging and mutual support; (4) self-confidence growth; and (5) high expectations. Further, the experiences of teachers were summarized as “helping others is helping myself”, including: (1) teaching is learning; (2) the happiness of being needed; and (3) the importance of scientific teaching. ConclusionThis study evaluated the experiences of nurses and educators involved in a targeted nursing research support program and assessed its preliminary effectiveness. The findings revealed that the program, grounded in scientific and systematic research principles, was beneficial to both nurses and teachers. Based on our findings, we recommend that nursing educators should prioritize comprehensive, practice-integrated research training programs and create supportive environments, to effectively enhance the research capacity of nurses.

Clinical research self-efficacy in academic veterinary clinicians in the United States.

Clinical research is a growing part of the academic clinician's job, and documenting areas of low self-efficacy can inform training initiatives. 182 US academic veterinary clinicians. A survey of academic veterinary clinicians was distributed to 31 US institutions. Self-efficacy was assessed with a modified Clinical Research Appraisal Instrument-12. The relationship between research self-efficacy and completion of formal research training and years of experience was evaluated. Respondents were predominantly junior to midcareer faculty. The lowest reported confidence was in performing advanced statistical analyses (3; 0 to 10). Other low-confidence tasks included designing a qualitative methods study (4; 0 to 10), terminating a collaboration that isn't working (5; 0 to 10), describing a funding agency's review/award process (5; 0 to 10), establishing a timeline for a grant application (5; 0 to 10), establishing collaborator and consultant agreements (5; 0 to 10), and asking staff to leave the project team (5; 0 to 10). Completion of a formal research training program was significantly associated with improved self-efficacy in many tasks. Years of experience was also associated, especially in project management and interpersonal interactions. These results highlight the need for targeted training opportunities for academic veterinary clinicians in biostatistical support, qualitative study design methods, and aspects of communication and interpersonal skills that are important for developing and leading effective research teams. Range of confidence suggests that development opportunities in all domains will improve self-efficacy for some clinicians. Future studies should focus on the impact of formal training sessions on various domains of self-efficacy and on targeted mentoring in supporting confidence in more experiential learning domains.

Memphis NeuroSTART Program: Promoting Student Success and Increasing the Diversity of Applicants to Neuroscience Graduate Programs.

With grant support from the Research Experience for Undergraduates (REU) program funded by the National Science Foundation (NSF) and the Awards to Stimulate and Support Undergraduate Research Experiences (ASSURE) program funded by the Department of Defense (DoD) Air Force Office of Scientific Research (AFOSR), we established a program intended to increase the number of underrepresented racial and ethnic minority (URM) and first-generation undergraduate students successfully applying to neuroscience and other STEM-related graduate programs. The Neuroscience Techniques and Research Training (NeuroSTART) Program aimed to increase the number of undergraduate students from the Memphis area involved in behavioral neuroscience research. In this two-semester program, students completed an empirical research project in a neuroscience lab, received individual mentoring from neuroscience faculty, became part of a STEM network, presented at research conferences, and attended specialized professional development seminars. In two cohorts of 15 students, 4 are PhD students in neuroscience-related programs or in medical school (27%), 4 are employed in neuroscience-related research facilities (27%), 3 are employed as clinical assistants (20%), and 1 is employed in the IT field (7%). The remaining three recently graduated and are planning a gap year prior to applying for admission to graduate/medical school. The Memphis NeuroSTART program has provided valuable training to participants, making them competitive applicants for jobs in the health sciences and for admittance into graduate neuroscience programs. By providing this training to first-generation and URM students, the broader impact of this program was an increase in the diversity of the health sciences workforce, particularly those specializing in neuroscience-related research and treatment.

Cultivating Influence: Analysing Australia's Government Research Training Program as a Strategic Instrument of Soft Power for National Advancement

Cultivating Influence: Analysing Australia's Government Research Training Program as a Strategic Instrument of Soft Power for National Advancement

Enhancing the physician-scientist workforce: evaluating a mentored research program for medical students' research competencies and intentions.

The growing recognition of the need to incorporate scientific discoveries into healthcare decisions underscores an urgency for a robust physician-scientist workforce to advance translational research. Despite the correlation between medical students' research engagement and their academic productivity and success, significant gaps remain in the scientific workforce exacerbated by the "leaky pipeline" phenomenon from medical school to academic medicine, where potential physician-scientists veer away from research careers.The purpose of this study was to assess the effectiveness of a structured mentored research program for enhancing medical students' research competencies and sustaining their interest in research careers, thereby potentially enhancing the physician-scientist workforce. The Medical Student Research Program (MSRP) implemented at the University of California, Irvine (UCI) was designed to provide comprehensive research training and support to medical students through a series of structured lectures, mentorship by dedicated faculty, and administrative support for research activities. Students were surveyed upon enrollment and one year later to assess the change in research competencies from baseline to follow-up (paired samples t-test), students' intent to use research in clinical practice (paired samples t-test), and their intent to conduct research in the future (McNemar's test and McNemar Bowker test). Preliminary evaluations indicated that the MSRP enhanced students' research competencies and has the potential to enhance medical students' research skills. However, similar to national trends, there was a decrease in students' intentions to engage with research in their future clinical career. Our preliminary findings demonstrate MSRP students' enhanced research competencies during the first year of the program. However, the decline in students' intentions to engage in future research highlights the need for continued innovation in research training programs to sustain future intent to conduct research, in turn helping to address the "leaky pipeline" in the physician-scientist workforce. Future studies should focus on mid and long-term outcomes to fully assess research program impact on the physician-scientist pipeline and on integrating such programs more broadly into medical education.

The Role of Family and Friends to Broaden and Diversify Participation in Educational Research

This study examined critical factors in a mentoring system within a federally-funded Pathways to the Education Sciences Research Training Program to prepare undergraduates at a Hispanic-serving institution (HSI) for graduate studies in educational research. Our conceptual framework integrates an inclusive model of family engagement consistent with the literature recommendations for diverse families of college students. We considered the following question: what is the role of family and friends within an orchestrated network of mentors who provide support to undergraduate fellows from minoritized groups in their pathways toward graduate studies in educational sciences? We analyzed quantitative and qualitative responses from an end-of-program survey administered to one cohort of this program. Within their mentoring network, fellows reported that family and friends provided important support in socio-emotional, cognitive, and identity development, but not as strong as that provided by distributed faculty and academic mentors. This study furthers our understanding of the role of family and friends within an orchestrated network of mentors within our Pathways Training Program. However, we still need to extend our knowledge of how research training programs at HSIs can be more intentional in emphasizing the important contributions family and friends provide to promote the success of diverse students in their pathways toward graduate studies.

Evaluation of a Multi-Site Cancer Health Disparities Research Training Program for Underrepresented Undergraduate and Medical Students.

Diversifying the biomedical research workforce is crucial for eliminating cancer health disparities. To address this need, Moffitt Cancer Center and Louisiana State University Health Sciences formed the Southeast Partnership for Improving Research and Training in Cancer Health Disparities (SPIRIT-CHD). A key component of SPIRIT-CHD is the Cancer Research Education Program (CREP), designed to train underrepresented undergraduate and medical students in biomedical science research. The CREP featured an 8-week summer internship with a web-based curriculum, community outreach, and mentored research experiences. Three cohorts (n = 39) completed the CREP. Students were evaluated before and after the internship using the Goal Attainment Scale (GAS), Science Teaching Efficacy Belief Instrument (STEBI), and Research Appraisal Inventory (RAI), modified to assess CREP outcomes. These scales measured students' intentions to pursue cancer research careers, self-efficacy in communicating scientific information, and perceived research abilities. Paired test results showed significant increases (p < 0.001) in scores across the scales (GAS, STEBI, RAI) pre- and post-training. Trainees reported heightened intentions to pursue cancer research careers (GAS; mean increase of 5.3, p < 0.001) and greater self-efficacy in relaying scientific information (STEBI; mean increase of 9.2, p < 0.001). They also showed increased self-confidence in conducting research (RAI; mean increase of 58.2, p < 0.001). These findings demonstrate the program's success in fostering interest in cancer research careers and enhancing research confidence. Results support the development of programs like CREP to positively impact the academic and professional trajectories of underrepresented students, ultimately creating a more diverse and inclusive biomedical research workforce equipped to address health disparities.

Going virtual: mixed methods evaluation of online versus in-person learning in the NIH mixed methods research training program retreat

BackgroundDespite the central role of mixed methods in health research, studies evaluating online methods training in the health sciences are nonexistent. The focused goal was to evaluate online training by comparing the self-rated skills of scholars who experienced an in-person retreat to scholars in an online retreat in specific domains of mixed methods research for the health sciences from 2015–2023.MethodsThe authors administered a scholar Mixed Methods Skills Self-Assessment instrument based on an educational competency scale that included domains on: “research questions,” “design/approach,” “sampling,” “analysis,” and “dissemination” to participants of the Mixed Methods Research Training Program for the Health Sciences (MMRTP). Self-ratings on confidence on domains were compared before and after retreat participation within cohorts who attended in person (n = 73) or online (n = 57) as well as comparing across in-person to online cohorts. Responses to open-ended questions about experiences with the retreat were analyzed.ResultsScholars in an interactive program to improve mixed methods skills reported significantly increased confidence in ability to define or explain concepts and in ability to apply the concepts to practical problems, whether the program was attended in-person or synchronously online. Scholars in the online retreat had self-rated skill improvements as good or better than scholars who participated in person. With the possible exception of networking, scholars found the online format was associated with advantages such as accessibility and reduced burden of travel and finding childcare. No differences in difficulty of learning concepts was described.ConclusionsKeeping in mind that the retreat is only one component of the MMRTP, this study provides evidence that mixed methods training online was associated with the same increases in self-rated skills as persons attending online and can be a key component to increasing the capacity for mixed methods research in the health sciences.

The impact of a curriculum-based research training program on medical students’ research productivity and future research interests: a longitudinal study

BackgroundIncorporating scientific research into undergraduate medical education is necessary for the quality of future health care. However, providing rigorous research training to a large number of medical students at one institution remains one of the major challenges. The authors studied the impact of a curriculum-based Research Training Program (RTP) for all undergraduate students at Zhejiang University School of Medicine (ZUSM) on research productivity and future research interests.MethodsMedical students (n = 2,213) from ZUSM who completed the course of RTP between 2013 and 2020 were studied. The authors measured the academic performance, research publications, and research projects of students across years, and evaluated potential factors that contribute to student research productivity and increased interest in future research.ResultsAcross the years, there was an increase in the number of student publications, a greater proportion of students with publications, and a greater proportion of projects involving three or more students (P < .01 for all). The academic performance of the course was associated with increased publications (P = .014), whereas overall satisfaction of the course (OR 2.07, 95% CI [1.39, 3.10], P < .001), Skill Composite Score (SCS) (OR 1.70, 95% CI [1.16, 2.50], P = .007), and male gender (OR 1.50, 95% CI [1.06, 2.12], P = .022) were associated with increased future research interests.ConclusionsThe findings suggest that the curriculum-based RTP improved students’ research productivity, and that overall program satisfaction and self-assessed performance were associated with increased students’ intent to participate in future research.