Rangan Amar, Pitchford James, Williams Penny, Wood Brian, Robson Stephen
The James Cook University Hospital, Middlesbrough, UK.
NIHR Clinical Research Network North East and North Cumbria, Newcastle, UK.
BMJ Open. 2017 Feb 6;7(2):e013955. doi: 10.1136/bmjopen-2016-013955.
(1) To conduct a scoping review of postgraduate specialty training (ST) curricula for doctors within Health Education England in order to identify common themes and variations in requirements for training and assessment of research competencies. (2) To make recommendations on standardisation of training for clinical research across ST programmes.
Health Education England North East and National Institute for Health Research Clinical Research Network (CRN)-North East and North Cumbria.
Annual Review of Competence Progression (ARCP); Certificate of Completion of Training (CCT) checklists and curricula for ST were obtained from Health Education England North East and reviewed between June and September 2015. Research competence requirements based on knowledge, skills or behaviour-based domains were identified and entered onto a spreadsheet for analysis. Common themes with levels of competence required were identified. This information was used to construct and propose a model for delivery of training in clinical research across ST programmes.
Sixty-two ST curricula were reviewed and seven common themes for research training were found in up to 97% of the curricula. Requirement for good clinical practice (GCP) in research training was included in 15% of curricula. One of the common themes involved knowledge-based competency, and three each of the remaining seven involved skills or behaviour-based competencies. There was less clarity and larger variation between specialties in how research competencies were assessed; and what evidence was required for ARCP and CCT to assure competence. 63% (19/30) of curricula from medical specialties had no mention of research requirements within their ARCP guidelines.
Given that the majority of specialty curricula contain consistent themes around core research knowledge, consideration should be given to standardising the delivery and assessment of generic research competencies within ST. Our recommendations from this review could form the basis for developing structured research training for specialty trainees involving: (1) a taught course for knowledge-based competencies; (2) clinical placements with CRN teams for practical workplace-based experience and (3) developing research tutors to help support placements and assessment of these competencies.
（1）对英格兰健康教育署内医生的研究生专科培训（ST）课程进行范围审查，以确定研究能力培训和评估要求中的共同主题及差异。（2）就跨ST项目的临床研究培训标准化提出建议。
英格兰健康教育署东北部门以及国家卫生研究院临床研究网络（CRN）-东北和北坎布里亚。
从英格兰健康教育署东北部门获取年度能力进展审查（ARCP）、培训完成证书（CCT）清单及ST课程，并于2015年6月至9月进行审查。确定基于知识、技能或行为领域的研究能力要求，并录入电子表格进行分析。确定所需能力水平的共同主题。这些信息用于构建并提出跨ST项目的临床研究培训提供模式。
审查了62份ST课程，在多达97%的课程中发现了七个研究培训共同主题。15%的课程包括研究培训中对良好临床实践（GCP）的要求。其中一个共同主题涉及基于知识的能力，其余七个主题中各有三个涉及基于技能或行为的能力。各专科在研究能力评估方式以及ARCP和CCT确保能力所需证据方面的清晰度较低且差异较大。医学专科课程中有63%（19/3）在其ARCP指南中未提及研究要求。
鉴于大多数专科课程围绕核心研究知识包含一致主题，应考虑对ST内通用研究能力的提供和评估进行标准化。我们此次审查的建议可为制定针对专科受训人员的结构化研究培训奠定基础，包括：（1）基于知识能力的授课课程；（2）与CRN团队进行临床实习以获得基于工作场所的实践经验；（3）培养研究导师以帮助支持这些能力的实习和评估。
