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.
Acad Med. 2010 Mar;85(3):470-5. doi: 10.1097/ACM.0b013e3181ccd618.
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.
由于转化研究的定义不明确，转化研究项目的开发者正在努力阐明具体的项目目标，划定受训人员预期发展的知识和技能（能力），创建适当的课程，并跟踪结果以评估项目目标和能力要求是否得到满足。临床研究培训协会（ACRT）评估委员会的成员审查了转化研究的当前定义，并提出了一个用于教育框架的操作性定义。在本文中，作者提出转化研究促进了基础研究、以患者为中心的研究和基于人群的研究的多向和多学科整合，长期目标是改善公众健康。作者认为，设计和评估转化培训计划成功的方法必须足够灵活，以适应个别机构和机构内个别受训人员的需求，但也必须足够严格，以记录该计划是否达到其短期、中期和长期目标，以及其受训人员是否达到预先确定的能力要求。提出了一个用于评估转化研究计划的逻辑模型。
