Hall Deborah A, Sheeder Jeanelle, Box Tamara, Shroyer A Laurie
Department of Neurology, University of Colorado at Denver Health Sciences Center, Denver, CO, USA.
J Investig Med. 2007 May;55(4):181-6. doi: 10.2310/6650.2007.06030.
Clinical science (CLSC) research education differs from basic science education in that many CLSC programs have an added goal of creating successful academicians. CLSC programs have expanded curricula that include teaching career development techniques, such as manuscript and grant writing, and helping young investigators establish successful mentor-mentee relationships.
A group of K30 CLSC training program students coordinated a pilot survey to determine if the CLSC training programs at the University of Colorado were meeting the needs of the participants in both didactic courses and in other aspects of academic medicine, including research. The small group survey was conducted as part of a clinical outcomes assessment course. Opportunities for improvement in the CLSC training programs were explored based on the results.
Of 117 CLSC training program participants surveyed, 56% responded. Overall, there was a positive improvement found for the didactic CLSC research constructs. Participants also reported success in manuscript publication and grant writing applications. The CLSC program, however, was not successful in coordinating faculty mentor support for student research projects for 78% of respondents. Once a mentoring relationship was established, students were satisfied with the mentoring they received.
In general, CLSC trainees were satisfied that the K30 clinical research curriculum was meeting their needs. Many of the trainees were successful in developing academic skills during the program. Establishing a mentor relationship was the missing ingredient within the K30 CLSC training program. This may be an important component that should be considered when developing programs to create the next generation of clinician-scientists.
临床科学（CLSC）研究教育与基础科学教育不同，因为许多CLSC项目还有一个额外目标，即培养成功的院士。CLSC项目的课程有所扩展，包括教授职业发展技巧，如撰写论文和申请书，以及帮助年轻研究人员建立成功的导师-学员关系。
一组K30 CLSC培训项目的学生协调开展了一项试点调查，以确定科罗拉多大学的CLSC培训项目是否满足了参与者在理论课程以及学术医学其他方面（包括研究）的需求。该小组调查是作为临床结果评估课程的一部分进行的。根据调查结果探索了CLSC培训项目的改进机会。
在接受调查的117名CLSC培训项目参与者中，56%做出了回应。总体而言，CLSC研究理论构建方面有积极的改进。参与者还报告了在论文发表和申请书撰写方面取得的成功。然而，对于78%的受访者来说，CLSC项目在协调教师导师对学生研究项目的支持方面并不成功。一旦建立了导师关系，学生对他们所接受的指导感到满意。
总体而言，CLSC学员对K30临床研究课程满足他们的需求感到满意。许多学员在项目期间成功地培养了学术技能。建立导师关系是K30 CLSC培训项目中缺失的要素。这可能是在制定培养下一代临床科学家的项目时应考虑的一个重要组成部分。
