Curricula, Teaching Methods, and Success Metrics of Clinician–Scientist Training Programs: A Scoping Review

Li, Queenie K. W.; Wollny, Krista; Twilt, Marinka; Walsh, Catharine M.; Bright, Katherine; Dimitropoulos, Gina; Pires, Linda; Pritchard, Lesley; Samuel, Susan; Tomfohr‐Madsen, Lianne

doi:10.1097/acm.0000000000004764

Cited by 12 publications

(17 citation statements)

References 140 publications

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“…It describes an information training program for instructional activity development for teachers. It is the basis for teaching strategies success for instructional activity and characteristics, (Li, et al, 2022(Li, et al, , pp. 1403(Li, et al, -1412.…”

Section: Discussionmentioning

confidence: 99%

Educational Progress and Prospect Theory for Teaching Pedagogy

Mallillin¹,

Dorado²

2023

IJMRA

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The study aims to investigate the educational progress and prospect theory for teaching pedagogy on the aspect of expected learning outcome, instructional activity, and assessment in teaching and learning. Descriptive quantitative research design is employed in the study because it quantifies and measures the theory being formulated on educational progress and prospects in teaching pedagogy principles. Likewise, convenience sampling is employed in gathering the sample size and population of the study. The study comprised eighty (80) respondents only. Results show that teaching pedagogy principles prioritize effective teaching involvement, focusing on knowledge and skills to determine reason and accomplish an objective learning process, expected learning outcome is based on Specific, Measurable, Attainment, Realistic, and Time-bounded (SMART) which is needed in teaching pedagogy principles, instructional activity shows to help students focus and accomplish the task effectively based on set objective of the lesson, and assessment in teaching and learning shows to design and measure various assessment functions in learning elements as to concept, and level knowledge of students. Findings show that there is a significant relationship on the contribution of educational progress and prospects theory for teaching pedagogy as observed among the respondents.

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Section: Discussionmentioning

confidence: 99%

Educational Progress and Prospect Theory for Teaching Pedagogy

Mallillin¹,

Dorado²

2023

IJMRA

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“…For example, the results of our study suggest that not all eight of the core competency domains of the Leveled Core Competency Framework for the Clinical Research Professional developed by the Joint Task Force for Clinical Trial Competency 33 are adequately addressed in traditional research training programmes and that supplementary teaching in regulatory requirements of investigative product development, leadership, and communication and teamwork are important. Conversely, competency frameworks do not address crucial skills and supports related to self‐reflection and resilience and equity diversity and inclusion 2 . A broad competency‐based curriculum inclusive of these additional components would expand outcome indicators beyond traditional metrics used to evaluate training programmes such as success with publication and funding 2 …”

Section: Discussionmentioning

confidence: 99%

“…Conversely, competency frameworks do not address crucial skills and supports related to self‐reflection and resilience and equity diversity and inclusion 2 . A broad competency‐based curriculum inclusive of these additional components would expand outcome indicators beyond traditional metrics used to evaluate training programmes such as success with publication and funding 2 …”

Section: Discussionmentioning

confidence: 99%

“…Clinician‐scientists are clinicians who often have advanced research training and conduct research in a range of areas including basic science, clinical, education, health policy, health services, or epidemiological research 1 . While most of the literature related to clinician‐scientist training focuses on physicians, 2 clinician‐scientists are comprised of a variety of health disciplines. Clinician‐scientists are well positioned to apply research knowledge to practice and policy 1,3 and bring real‐world clinical problems to the forefront of research agendas 4 to significantly impact patient and health system outcomes 5 .…”

Section: Introductionmentioning

confidence: 99%

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“Walking on both sides of the fence”: A qualitative exploration of the challenges and opportunities facing emergent clinician‐scientists in child health

Pritchard

Bright

Walsh

et al. 2022

Evaluation Clinical Practice

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Rationale, Aims, and Objectives While paediatric clinician‐scientists are ideally positioned to generate clinically relevant research and translate research evidence into practice, they face challenges in this dual role. The authors sought to explore the unique contributions, opportunities, and challenges of paediatric clinician‐scientists, including issues related to training and ongoing support needs to ensure their success. Method The authors used a qualitative descriptive approach with thematic analysis to explore the experiences of clinician‐scientist stakeholders in child health (n = 39). Semi‐structured interviews (60 min) were conducted virtually and recorded. Thematic analysis was conducted according to the phases outlined by Braun and Clarke (2006). Results The analysis resulted in the creation of three themes: (1) “Walking on both sides of the fence”: unique positioning of clinician‐scientists for advancing clinical practice and research; (2) the clinician‐scientist: a specialized role with significant challenges; and (3) beyond the basics of clinical and research training programmes: essential skill sets and knowledge for future clinician‐scientists. Conclusions While clinician‐scientists can make unique contributions to the advancement of evidence‐based practice, they face significant barriers straddling their dual roles including divergent institutional cultures in healthcare and academia and a lack of infrastructure to effectively support clinician‐scientist positions. Training programmes can play an important role in mentoring and supporting early‐career clinician‐scientists.

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“…[12][13][14] Our recent scoping review found that research exploring the training and career paths of pediatric clinician-scientists from equity-seeking groups does not currently exist. 15 The individual-and system-level factors that will enhance equity, diversity and inclusion (EDI) among pediatric clinicianscientists are urgently needed to inform the evaluation frameworks and curricular content for pediatric clinicianscientist training programs. 4,16 A lack of understanding of individual and systemic barriers to diversity is a critical gap in published literature and further perpetuates the inequity of women and racialized individuals.…”

mentioning

confidence: 99%

Equity, diversity and inclusion of pediatric clinician–scientists in Canada: a thematic analysis

Dimitropoulos¹,

Bright

et al. 2022

cmajo

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Background: Underrepresented voices and perspectives are missing from academic and clinical health sciences. We aimed to define the unique opportunities and challenges of pediatric clinician-scientists related to equity, diversity and inclusion; and to identify key components of training needed to support people from equity-seeking groups as emerging and early-career pediatric clinicianscientists to generate diverse health research leaders in knowledge generation, implementation and translation.Methods: Using a qualitative descriptive approach, we examined the experiences of clinician stakeholders. Semistructured interviews were conducted with pediatric clinician-scientist stakeholders. Thematic analysis was performed. Results:We interviewed a total of 39 individuals. Our analysis resulted in 4 interrelated themes: the pervasiveness and invisibility of sexism; the invisibility and visibility of racism; proposed individual-level solutions to the sexism and racism; and proposed institutional and system-level changes to address the porous and leaky pipeline. These themes acknowledged that, ultimately, system change is required for addressing equity, diversity and inclusion in clinical and academic training environments.Interpretation: These findings highlight the importance of addressing systemic biases that limit the inclusion of women and racialized individuals in pediatric clinician-scientist careers. Further research is needed to explore the problem of exclusion, which will, in turn, inform education of pediatric clinician-scientists and inform better ways to promote equity, diversity and inclusivity; these steps are needed to foster systemic change in the cultures that perpetuate exclusivity in both academic and clinical communities.

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Curricula, Teaching Methods, and Success Metrics of Clinician–Scientist Training Programs: A Scoping Review

Abstract: PurposeTo describe the literature on clinicianscientist training programs to inform the development of contemporary and inclusive training models.

Cited by 12 publications

References 140 publications

Educational Progress and Prospect Theory for Teaching Pedagogy

Educational Progress and Prospect Theory for Teaching Pedagogy

“Walking on both sides of the fence”: A qualitative exploration of the challenges and opportunities facing emergent clinician‐scientists in child health

Equity, diversity and inclusion of pediatric clinician–scientists in Canada: a thematic analysis

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