Résumé
Background Several barriers exist for training and retention of clinician scientists, including difficulty in navigating research-related tasks in the workplace and insufficient mentorship. Objective Our aim was to identify what core research knowledge and skills are important for the success of clinician scientists in thrombosis research, and trainees’ perceived confidence in those skills, in order to develop a targeted educational intervention. Methods A pre-tested online survey was administered to trainees and research faculty of the Canadian thrombosis research network, CanVECTOR, between September 2016 and June 2017. The importance (research faculty) and confidence (trainees) of 45 research knowledge/skills were measured using a 5-point Likert scale. Results The survey response rate was 49% (28/57) for research faculty and 100% (10/10) for trainees. All research faculty rated developing a good research question, grant writing and writing strategies for successful publication as ‘very’ or ‘extremely’ important for trainees to learn to better transition in becoming independent researchers. Other important areas included practical aspects of research. A qualitative thematic analysis of open text responses identified ‘time management’ and ‘leadership and teamwork’ as additional important research skills. Confidence reported for each topic varied across trainees. There were three research knowledge and/or skills that ≥ 75% of research faculty deemed highly important and ≥ 50% of trainees reported lacking confidence in: grant writing, the peer-review grant process, and knowledge translation strategies. Conclusions Developing a good research question, communicating research ideas and results and the practical aspects of research are important areas to focus future efforts in thrombosis research training.
| Langue d'origine | English |
|---|---|
| Pages (de-à) | 79-86 |
| Nombre de pages | 8 |
| Journal | Thrombosis Research |
| Volume | 162 |
| DOI | |
| Statut de publication | Published - févr. 2018 |
Note bibliographique
Funding Information:We identified several important research knowledge and skills for research trainees to develop, in order to become successful and independent researchers in thrombosis medicine, including developing a good research question, scientific writing, grant writing, understanding the grant process and knowledge translation strategies. A focused list of potentially important research knowledge sets and skills identified by key stakeholders (research faculty and trainees) may better allow training programs to allocate finite resources, such as faculty time and money, on targeted areas of training. The level of confidence for the various research knowledge and skills varied greatly between trainees. A training and mentorship program that is flexible and involves relevant, workplace tasks is needed in the area of thrombosis medicine. Appendix A Faculty responses to “Please rate the importance of the following knowledge and skills for CanVECTOR Thrombosis fellows to learn, to better transition in becoming independent researchers” Appendix A Research knowledge and/or skills Not at all important N (%) Slightly important N (%) Moderately important N (%) Very important N (%) Extremely important N (%) Total N Professional development Leadership strategies, styles and conflict management 0 (0.0) 2 (8.0) 11 (44.0) 6 (24.0) 6 (24.0) 25 Time management skills 0 (0.0) 3 (12.0) 4 (16.0) 9 (36.0) 9 (36.0) 25 Career development and planning 0 (0.0) 1 (4.0) 5 (20.0) 15 (60.0) 4 (16.0) 25 Negotiating your first job contract 0 (0.0) 6 (24.0) 10 (40.0) 8 (32.0) 1 (4.0) 25 CV and cover letter writing 0 (0.0) 4 (16.0) 12 (48.0) 8 (32.0) 1 (4.0) 25 Work-life balance in research 0 (0.0) 4 (16.0) 10 (40.0) 6 (24.0) 5 (20.0) 25 Mentorship skills 0 (0.0) 1 (4.4) 9 (36.0) 9 (36.0) 6 (24.0) 25 Scientific writing Writing strategies for successful publication a 0 (0.0) 0 (0.0) 0 (0.0) 9 (36.0) 16 (64.0) 25 How to publish in a peer-reviewed journal a 0 (0.0) 1 (4.0) 2 (8.0) 10 (40.0) 12 (48.0) 25 Reference management software 0 (0.0) 0 (0.0) 12 (48.0) 8 (32.0) 5 (20.0) 25 Grant writing & funding Grant writing a 0 (0.0) 0 (0.0) 0 (0.0) 7 (28.0) 18 (72.0) 25 Peer-review grant process a 0 (0.0) 0 (0.0) 3 (12.0) 7 (28.0) 15 (60.0) 25 Funding mechanisms and sources a 0 (0.0) 0 (0.0) 6 (24.0) 9 (36.0) 10 (40.0) 25 Requesting funds/drugs and negotiating with industry 0 (0.0) 1 (4.0) 7 (28.0) 10 (40.0) 7 (28.0) 25 Develop and manage a research budget a 0 (0.0) 1 (4.0) 2 (8.0) 12 (48.0) 10 (40.0) 25 Project design Effective literature search strategies a 0 (0.0) 0 (0.0) 6 (25.0) 9 (37.5) 9 (37.5) 24 Developing a good research question a 0 (0.0) 0 (0.0) 0 (0.0) 11 (45.8) 13 (54.2) 24 Fundamentals of interventional clinical trials a 0 (0.0) 0 (0.0) 4 (16.7) 12 (50.0) 8 (33.3) 24 Observational study design a 0 (0.0) 0 (0.0) 6 (25.0) 11 (45.8) 7 (29.2) 24 Pilot feasibility study design a 0 (0.0) 0 (0.0) 4 (16.7) 15 (62.5) 5 (20.8) 24 Database study design 0 (0.0) 1 (4.2) 9 (37.5) 9 (37.5) 5 (20.8) 24 Systematic review/meta-analysis a 0 (0.0) 0 (0.0) 4 (16.7) 9 (37.5) 11 (45.8) 24 Survey research design 1 (4.2) 1 (4.2) 9 (37.5) 9 (37.5) 4 (16.7) 24 Qualitative research methods 1 (4.2) 1 (4.2) 10 (41.7) 9 (37.5) 3 (12.5) 24 Health economics analysis 1 (4.2) 1 (4.2) 12 (50.0) 8 (33.3) 2 (8.3) 24 Biostatistics and sample size calculations 0 (0.0) 0 (0.0) 8 (34.8) 9 (39.1) 6 (26.1) 23 Patient engagement in research design 0 (0.0) 7 (29.2) 8 (33.3) 7 (29.2) 2 (8.3) 24 Use of patient reported outcomes 0 (0.0) 2 (8.3) 11 (45.8) 6 (25.0) 5 (20.8) 24 Comparative effectiveness research 0 (0.0) 4 (16.7) 10 (41.7) 6 (25.0) 4 (16.7) 24 Ethics and contracts Research ethics board processes and requirements 0 (0.0) 0 (0.0) 10 (41.7) 8 (33.3) 6 (25.0) 24 Registration for clinical trials/meta-analyses 0 (0.0) 1 (4.2) 13 (54.2) 8 (33.3) 2 (8.3) 24 Clinical trial regulations and safety reporting 0 (0.0) 2 (8.3) 11 (45.8) 8 (33.3) 3 (12.5) 24 Investigator responsibilities (e.g. GCP guidelines) 0 (0.0) 0 (0.0) 10 (41.7) 10 (41.7) 4 (16.7) 24 Data collection & project management Operationalizing a research proposal (protocol and CRF development) a 0 (0.0) 0 (0.0) 5 (20.8) 9 (37.5) 10 (41.7) 24 Data collection and outcome adjudication a 0 (0.0) 0 (0.0) 6 (25.0) 11 (45.8) 7 (29.2) 24 Data management 0 (0.0) 0 (0.0) 10 (41.7) 11 (45.8) 3 (12.5) 24 Collection and use of biological samples in clinical research 0 (0.0) 2 (8.3) 14 (58.3) 7 (29.2) 1 (4.2) 24 Improving trial efficiency 0 (0.0) 1 (4.2) 6 (25.0) 11 (45.8) 6 (25.0) 24 Multicentre research (contracts, authorship, data sharing) 0 (0.0) 1 (4.2) 6 (25.0) 13 (54.2) 4 (16.7) 24 Hiring and managing clinical research personnel 0 (0.0) 2 (8.3) 7 (29.2) 9 (37.5) 6 (25.0) 24 Managing a basic science lab 0 (0.0) 8 (34.8) 11 (47.8) 3 (13.0) 1 (4.4) 23 Knowledge translation Knowledge translation strategies a 0 (0.0) 0 (0.0) 6 (25.0) 11 (45.8) 7 (29.2) 24 Giving an effective research presentation a 0 (0.0) 1 (4.2) 3 (12.5) 10 (41.7) 10 (41.7) 24 Writing lay summaries of research findings 0 (0.0) 3 (12.5) 9 (37.5) 7 (29.2) 5 (20.8) 24 Social media and research dissemination 0 (0.0) 7 (29.2) 6 (25.0) 7 (29.2) 4 (16.7) 24 CV: curriculum vitae; GCP: good clinical practice; CRF: case report form. a ≥ 75% of research faculty rated as very or extremely important. Appendix B Trainee responses to “Please rate your current confidence level for the following knowledge and skills”. Appendix B Research knowledge and/or skills Not at all confident N (%) Not very confident N (%) Neutral N (%) Somewhat confident N (%) Very confident N (%) Total N Professional development Leadership strategies, styles and conflict management 0 (0.0) 3 (30.0) 3 (30.0) 3 (30.0) 1 (10.0) 10 Time management skills 0 (0.0) 0 (0.0) 2 (20.0) 7 (31.8) 1 (10.0) 10 Career development and planning 1 (10.0) 2 (20.0) 3 (30.0) 4 (40.0) 0 (0.0) 10 Negotiating your first job contract a 2 (20.0) 3 (30.0) 3 (30.0) 2 (20.0) 0 (0.0) 10 CV and cover letter writing 0 (0.0) 2 (20.0) 2 (20.0) 3 (30.0) 3 (30.0) 10 Work-life balance in research 0 (0.0) 3 (30.0) 3 (30.0) 1 (10.0) 3 (30.0) 10 Mentorship skills 0 (0.0) 4 (40.0) 3 (30.0) 2 (20.0) 1 (10.0) 10 Scientific writing Writing strategies for successful publication 1 (10.0) 1 (10.0) 1 (10.0) 5 (50.0) 2 (20.0) 10 How to publish in a peer-reviewed journal 1 (10.0) 1 (10.0) 2 (20.0) 5 (50.0) 1 (10.0) 10 Reference management software 0 (0.0) 2 (20.0) 1 (10.0) 5 (50.0) 2 (20.0) 10 Grant writing & funding Grant writing a 1 (10.0) 4 (40.0) 2 (20.0) 3 (30.0) 0 (0.0) 10 Peer-review grant process a 1 (10.0) 5 (50.0) 0 (0.0) 4 (40.0) 0 (0.0) 10 Funding mechanisms and sources a 1 (10.0) 4 (40.0) 1 (10.0) 4 (40.0) 0 (0.0) 10 Requesting funds/drugs and negotiating with industry a 1 (10.0) 5 (50.0) 2 (20.0) 2 (20.0) 0 (0.0) 10 Develop and manage a research budget a 1 (10.0) 4 (40.0) 2 (20.0) 3 (30.0) 0 (0.0) 10 Project design Effective literature search strategies 0 (0.0) 1 (10.0) 0 (0.0) 3 (30.0) 6 (60.0) 10 Developing a good research question 0 (0.0) 1 (10.0) 2 (20.0) 5 (50.0) 2 (20.0) 10 Fundamentals of interventional clinical trials 0 (0.0) 1 (10.0) 2 (20.0) 6 (60.0) 1 (10.0) 10 Observational study design 0 (0.0) 1 (10.0) 2 (20.0) 4 (40.0) 3 (30.0) 10 Pilot feasibility study design 0 (0.0) 3 (30.0) 0 (0.0) 5 (50.0) 2 (20.0) 10 Database study design 1 (10.0) 2 (20.0) 2 (20.0) 4 (40.0) 1 (10.0) 10 Systematic review/meta-analysis 0 (0.0) 1 (10.0) 0 (0.0) 3 (30.0) 6 (60.0) 10 Survey research design 0 (0.0) 2 (20.0) 1 (10.0) 5 (50.0) 2 (20.0) 10 Qualitative research methods 1 (10.0) 2 (20.0) 3 (30.0) 3 (30.0) 1 (10.0) 10 Health economics analysis a 2 (20.0) 4 (40.0) 1 (10.0) 3 (30.0) 0 (0.0) 10 Biostatistics including sample size calculations 0 (0.0) 4 (40.0) 1 (10.0) 4 (40.0) 1 (10.0) 10 Patient engagement in research design a 0 (0.0) 5 (50.0) 2 (20.0) 3 (30.0) 0 (0.0) 10 Use of patient reported outcomes 0 (0.0) 4 (40.0) 3 (30.0) 2 (20.0) 1 (10.0) 10 Comparative effectiveness research 1 (10.0) 2 (20.0) 2 (20.0) 4 (40.0) 1 (10.0) 10 Ethics and contracts Research ethics board processes and requirements 0 (0.0) 2 (20.0) 0 (0.0) 7 (70.0) 1 (10.0) 10 Registration for clinical trials/meta-analyses 1 (10.0) 2 (20.0) 3 (30.0) 2 (20.0) 2 (20.0) 10 Clinical trial regulations and safety reporting 1 (10.0) 2 (20.0) 4 (40.0) 2 (20.0) 1 (10.0) 10 Investigator responsibilities (e.g. GCP guidelines) 1 (10.0) 1 (10.0) 2 (20.0) 5 (50.0) 1 (10.0) 10 Data collection & project management Operationalizing a research proposal (protocol and CRF development) 1 (0.0) 2 (20.0) 1 (10.0) 2 (20.0) 4 (40.0) 10 Data collection and outcome adjudication 1 (10.0) 1 (10.0) 1 (10.0) 4 (40.0) 3 (30.0) 10 Data management 1 (10.0) 2 (20.0) 1 (10.0) 4 (40.0) 2 (20.0) 10 Collection and use of biological samples in clinical research a 2 (20.0) 4 (40.0) 1 (10.0) 2 (20.0) 1 (10.0) 10 Improving trial efficiency 1 (10.0) 3 (30.0) 2 (20.0) 4 (40.0) 0 (0.0) 10 Multicentre research (contracts, authorship, data sharing) a 2 (20.0) 4 (40.0) 1 (10.0) 3 (30.0) 0 (0.0) 10 Hiring and managing clinical research personnel a 2 (20.0) 4 (40.0) 3 (30.0) 1 (10.0) 0 (0.0) 10 Managing a basic science lab a 4 (40.0) 2 (20.0) 1 (10.0) 2 (20.0) 1 (10.0) 10 Knowledge translation Knowledge translation strategies a 2 (20.0) 3 (30.0) 1 (10.0) 4 (40.0) 0 (0.0) 10 Giving an effective research presentation 0 (0.0) 2 (20.0) 1 (10.0) 6 (60.0) 1 (10.0) 10 Writing lay summaries of research findings 1 (10.0) 1 (10.0) 0 (0.0) 6 (60.0) 2 (20.0) 10 Social media and research dissemination 0 (0.0) 2 (20.0) 2 (20.0) 4 (20.0) 2 (20.0) 10 CV: curriculum vitae; GCP: good clinical practice; CRF: case report form. a ≥ 50% of trainees rated as ‘not at all confident’ or ‘not very confident’.
Funding Information:
Our results emphasize the importance of developing research skills that are not traditionally taught in the classroom, such as scientific writing, knowledge translation strategies and better understanding of funding mechanisms and the peer-review process. Choosing educational strategies that align with the ‘practical’ aspects of research are needed. Involving trainees in workplace-based experiences may improve learning and retention of research skills [29] . For example, involving trainees directly in the peer-review process may be more effective than simply teaching about the peer-review process in a classroom setting. Including trainees in workplace-based activities may occur at a local level (e.g. helping a research supervisor review a publication as a peer-reviewer), or more formally through national or international organizations. Trainees can be better engaged by having workplace-based experiences that are deliberately structured [29] . For example, the funding agency Canadian Institutes of Health Research (CIHR) has launched a new program for early career investigators to participate as observers in the face-to-face peer review grant process, and many scientific journals formally include trainees in the peer-review editorial process. Thrombosis trainees are included in various research activities throughout the CanVECTOR network, such as being involved in clinical investigator meetings and outcome adjudication sessions, planning sessions and introducing speakers at the annual conference, and actively participating on CanVECTOR's committees, such as the scientific steering committee. In addition to picking the right experiences, “activities or interactions that enrich or augment workplace learning experiences” can strengthen everyday work activities [29] . A deliberate discussion or more intensive workshop with content experts about a particular research task may further enhance trainee learning. Targeted interventions to teach key skill sets such as grant writing can be implemented. Freel and colleagues reported on a successful 20-hour grant writing training program at Duke University School of Medicine, where senior faculty mentors and professional grant-writing staff provided hands-on teaching and individual feedback to junior faculty on their grant submissions, and showed an improvement in the number of grants awarded by the National Institutes of Health (NIH) after program implementation [9] . While learning more of the practical research knowledge and/or skills was highly valued by faculty, trainees also identified the ‘nuts and bolts’ of study design and biostatistics as skills they would like to further develop. Additionally, less than half of faculty rated work-life balance as a very or extremely important skill to learn, whereas trainees reported having low confidence in this area. Faculty who create a research curriculum must balance the perceived needs of trainees with other important aspects of research they deem important, keeping the end user (trainee) of the curriculum in mind. Including a weekly or monthly lecture series on topics such as study design, biostatistics or time management could complement trainees' formal master's programs and hands-on workplace-based activities. 4.3
Publisher Copyright:
© 2017 Elsevier Ltd
ASJC Scopus Subject Areas
- Hematology
PubMed: MeSH publication types
- Journal Article
- Research Support, Non-U.S. Gov't