Evidence-based practice strategies for faculty professional development in clinical translational research at Institutional Development Award (IDeA) state institutions in the Mountain West. Issue 1 (20th May 2022)

• Record Type: Journal Article
• Authors: Kataoka-Yahiro, Merle R.; Myaskovsky, Larissa; Dagda, Ruben K.; Sood, Akshay; Conway, Kathrene; Lopez, Joseph Guerrero; Burge, Mark R.; Sy, Francisco S.
• Is Part Of: Journal of clinical and translational science. Volume 6:Issue 1(2022)
• Publication Date: 2022-05-20
• Subjects: MW CTR-IN -- clinical translational research -- mentoring -- career development -- research education & training -- health disparities; Clinical medicine -- Research -- Periodicals; Medicine, Experimental -- Periodicals; Human experimentation in medicine -- Periodicals; 616.027
• DOI: 10.1017/cts.2022.407
• Languages: English
• ISSNs: 2059-8661

Abstract

Abstract: The Mountain West Clinical Translational Research – Infrastructure Network (MW CTR-IN), established in 2013, is a research network of 13 university partners located among seven Institutional Development Award (IDeA) states targeting health disparities. This is an enormous undertaking because of the size of the infrastructure network (encompassing a third of the US landmass and spanning four time zones in predominantly rural and underserved areas, with populations that have major health disparities issues). In this paper, we apply the barriers, strategies, and metrics to an adapted educational conceptual model by Fink (2013). Applying this model, we used four tailored approaches across this regional infrastructure network to: (1) assess individual faculty specific needs, (2) reach out and engage with faculty, (3) provide customized services to meet the situational needs of faculty, and (4) utilize a "closed communication feedback loop" between Professional Development (PD) core and MW CTR-IN faculty within the context of their home institutional environment. Summary statement results from participating faculty show that these approaches were positive. Grounded in best educational practice approaches, we have an opportunity to refine and build from this sound foundation with implications for future use in other CTR-IN networks and institutions in the IDeA states.