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Defining translational research: implications for training.

Abstract Because translational research is not clearly defined, developers of translational research programs are struggling to articulate specific program objectives, delineate the knowledge and skills (competencies) that trainees are expected to develop, create an appropriate curriculum, and track outcomes to assess whether program objectives and competency requirements are being met. Members of the Evaluation Committee of the Association for Clinical Research Training (ACRT) reviewed current definitions of translational research and proposed an operational definition to use in the educational framework. In this article, the authors posit that translational research fosters the multidirectional and multidisciplinary integration of basic research, patient-oriented research, and population-based research, with the long-term aim of improving the health of the public. The authors argue that the approach to designing and evaluating the success of translational training programs must therefore be flexible enough to accommodate the needs of individual institutions and individual trainees within the institutions but that it must also be rigorous enough to document that the program is meeting its short-, intermediate-, and long-term objectives and that its trainees are meeting preestablished competency requirements. A logic model is proposed for the evaluation of translational research programs.
PMID
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Authors

Mayor MeshTerms

Education, Medical

Keywords
Journal Title academic medicine : journal of the association of american medical colleges
Publication Year Start




PMID- 20182120
OWN - NLM
STAT- MEDLINE
DCOM- 20100322
LR  - 20161122
IS  - 1938-808X (Electronic)
IS  - 1040-2446 (Linking)
VI  - 85
IP  - 3
DP  - 2010 Mar
TI  - Defining translational research: implications for training.
PG  - 470-5
LID - 10.1097/ACM.0b013e3181ccd618 [doi]
AB  - Because translational research is not clearly defined, developers of
      translational research programs are struggling to articulate specific program
      objectives, delineate the knowledge and skills (competencies) that trainees are
      expected to develop, create an appropriate curriculum, and track outcomes to
      assess whether program objectives and competency requirements are being met.
      Members of the Evaluation Committee of the Association for Clinical Research
      Training (ACRT) reviewed current definitions of translational research and
      proposed an operational definition to use in the educational framework. In this
      article, the authors posit that translational research fosters the
      multidirectional and multidisciplinary integration of basic research,
      patient-oriented research, and population-based research, with the long-term aim 
      of improving the health of the public. The authors argue that the approach to
      designing and evaluating the success of translational training programs must
      therefore be flexible enough to accommodate the needs of individual institutions 
      and individual trainees within the institutions but that it must also be rigorous
      enough to document that the program is meeting its short-, intermediate-, and
      long-term objectives and that its trainees are meeting preestablished competency 
      requirements. A logic model is proposed for the evaluation of translational
      research programs.
FAU - Rubio, Doris McGartland
AU  - Rubio DM
AD  - Data Center, Center for Research on Health Care, Division of General Internal
      Medicine, Department of Medicine, School of Medicine, University of Pittsburgh,
      Pittsburgh, Pennsylvania 15213, USA. [email protected]
FAU - Schoenbaum, Ellie E
AU  - Schoenbaum EE
FAU - Lee, Linda S
AU  - Lee LS
FAU - Schteingart, David E
AU  - Schteingart DE
FAU - Marantz, Paul R
AU  - Marantz PR
FAU - Anderson, Karl E
AU  - Anderson KE
FAU - Platt, Lauren Dewey
AU  - Platt LD
FAU - Baez, Adriana
AU  - Baez A
FAU - Esposito, Karin
AU  - Esposito K
LA  - eng
GR  - K30 RR022292/RR/NCRR NIH HHS/United States
GR  - P30 AG024827/AG/NIA NIH HHS/United States
GR  - UL1 TR000005/TR/NCATS NIH HHS/United States
GR  - UL1 RR024128-04/RR/NCRR NIH HHS/United States
GR  - UL1 RR025011-03/RR/NCRR NIH HHS/United States
GR  - UL1 RR025750/RR/NCRR NIH HHS/United States
GR  - UL1 RR024153/RR/NCRR NIH HHS/United States
GR  - K30 RR022292-09/RR/NCRR NIH HHS/United States
GR  - UL1 RR024153-02/RR/NCRR NIH HHS/United States
GR  - UL1 RR024128/RR/NCRR NIH HHS/United States
GR  - UL1 RR025011/RR/NCRR NIH HHS/United States
GR  - UL1 RR025750-02/RR/NCRR NIH HHS/United States
GR  - U01 RR025011/RR/NCRR NIH HHS/United States
PT  - Journal Article
PT  - Research Support, N.I.H., Extramural
PL  - United States
TA  - Acad Med
JT  - Academic medicine : journal of the Association of American Medical Colleges
JID - 8904605
SB  - AIM
SB  - IM
MH  - *Education, Medical
MH  - Translational Medical Research/*standards
PMC - PMC2829707
MID - NIHMS172799
EDAT- 2010/02/26 06:00
MHDA- 2010/03/23 06:00
CRDT- 2010/02/26 06:00
PHST- 2010/02/26 06:00 [entrez]
PHST- 2010/02/26 06:00 [pubmed]
PHST- 2010/03/23 06:00 [medline]
AID - 10.1097/ACM.0b013e3181ccd618 [doi]
AID - 00001888-201003000-00021 [pii]
PST - ppublish
SO  - Acad Med. 2010 Mar;85(3):470-5. doi: 10.1097/ACM.0b013e3181ccd618.