The Multidisciplinary Translational Team (MTT) Model for Training and Development of Translational Research Investigators

Abstract

Multi-institutional research collaborations now form the most rapid and productive project execution structures in the health sciences. Effective adoption of a multidisciplinary team research approach is widely accepted as one mechanism enabling rapid translation of new discoveries into interventions in human health. Although the impact of successful team-based approaches facilitating innovation has been well-documented, its utility for training a new generation of scientists has not been thoroughly investigated. We describe the characteristics of how multidisciplinary translational teams (MTTs) promote career development of translational research scholars through competency building, inter-professional integration, and team-based mentoring approaches. Exploratory longitudinal and outcome assessments from our experience show that MTT membership had a positive effect on the development of translational research competencies, as determined by a self-report survey of 32 scholars. We also observed that all trainees produced a large number of collaborative publications that appeared to be associated with their CTSA association and participation with MTTs. We conclude that the MTT model provides a unique training environment for translational and team-based learning activities, for investigators at early stages of career development.

Multidisciplinary Mentoring Programs to Enhance Junior Faculty Research Grant Success

“…6 Academic institutions are recognizing that retention of junior investigators in this new environment requires multidisciplinary mentorship. 3,5,7 …”

Translational Family Science and Forgiveness: A Healthy Symbiotic Relationship?

“…Implication 1. Constructing an effective translational family science requires avoiding the pitfalls previously encountered at the interface of science and practice and building on training and execution models that have emerged in other areas of translational science (e.g., Ameredes et al, 2015;Gonzales, Handley, Ackerman, & O'Sullivan, 2012;Rubio et al, 2010).…”

Professional Identity Formation and the Clinician–Scientist: A Paradigm for a Clinical Career Combining Two Distinct Disciplines

“…Indeed, programs focused on the educational and career development of clinician-scientists exist at the undergraduate medical (e.g., MD/PhD) 28,29 ; postgraduate (physician residency research tracks, nursing and allied health graduate research studies) 11,27,[29][30][31] ; and faculty development (e.g., NIH K Programs, Institutional Faculty Development Programs) 32,33 levels. Indeed, programs focused on the educational and career development of clinician-scientists exist at the undergraduate medical (e.g., MD/PhD) 28,29 ; postgraduate (physician residency research tracks, nursing and allied health graduate research studies) 11,27,[29][30][31] ; and faculty development (e.g., NIH K Programs, Institutional Faculty Development Programs) 32,33 levels.…”

“…Indeed, programs focused on the educational and career development of clinician-scientists exist at the undergraduate medical (e.g., MD/PhD) 28,29 ; postgraduate (physician residency research tracks, nursing and allied health graduate research studies) 11,27,[29][30][31] ; and faculty development (e.g., NIH K Programs, Institutional Faculty Development Programs) 32,33 levels. 27,[31][32][33]35,36 As summarized in List 2, some or all of these programs feature experiences whereby trainees and early stage clinician-scientists learn how to maintain clinical skills during a period of intense research activity, develop a professional niche with complementary clinical and research activities, and implement clinical knowledge to drive research questions and studies to innovate within clinical activity. 34 Literature describing these programs and their outcomes has generally focused on employment as a clinician-scientist, professional time dedicated to research, research funding, and research productivity.…”