Shete Priya B, Gonzales Ralph, Ackerman Sara, Cattamanchi Adithya, Handley Margaret A
Division of Pulmonary and Critical Care Medicine, Zuckerberg San Francisco General Hospital and Trauma Center, University of California, San Francisco, San Francisco, CA, United States.
Department of Medicine, University of California, San Francisco, San Francisco, CA, United States.
Front Public Health. 2020 Mar 27;8:94. doi: 10.3389/fpubh.2020.00094. eCollection 2020.
We evaluated outcomes of trainees who have completed the Certificate program in Implementation Science at the University of California San Francisco. All students who completed the in-person Certificate Program between 2008 and 2015 ( = 71), or the online Certificate Program between 2016 and 2017 ( = 13), were eligible for our study. We assessed the potential impact of the Certificate Program on the professional development of trainees, through participant surveys on their self-reported level of comfort with pre-defined competencies, and on academic productivity. Of eligible trainees, 54 in-person (77%) and 13 online (100%) Certificate Program participants completed surveys. In-person trainees reported a total of 147 implementation science-related publications in peer-reviewed journals (median 3 publications/trainee, IQR 1-15). Thirty-four trainees (63%) reported being a Principal Investigator (PI) of 64 funded implementation science-related grants (median 2 grants/trainee, IQR 1-4). Fifteen percent (15%, = 8) of participants reported receiving an NIH grant on which they were the PI, including R01 or P01 level funding ( = 4, 7%) and K awards ( = 3, 6%). Both in-person and online trainees reported median high to moderate confidence for all 12 competencies assessed. Confidence waned in skills aligning with later stages of implementation research for all trainees. The moderate to high confidence in all competencies assessed and reported high level of academic productivity support the benefits of intensive, graduate-level training focused on applied methods to support career development of implementation scientists.
我们评估了在加州大学旧金山分校完成实施科学证书课程的学员的成果。所有在2008年至2015年期间完成面授证书课程（n = 71）或在2016年至2017年期间完成在线证书课程（n = 13）的学生都符合我们的研究条件。我们通过对学员进行关于他们自我报告的对预定义能力的舒适程度以及学术生产力的参与度调查，评估了证书课程对学员职业发展的潜在影响。在符合条件的学员中，54名面授（77%）和13名在线（100%）证书课程参与者完成了调查。面授学员在同行评审期刊上共发表了147篇与实施科学相关的出版物（中位数为每位学员3篇出版物，四分位间距为1 - 15）。34名学员（63%）报告担任了64项获得资助的与实施科学相关的拨款的首席研究员（PI）（中位数为每位学员2项拨款，四分位间距为1 - 4）。15%（n = 8）的参与者报告获得了他们作为PI的美国国立卫生研究院（NIH）拨款，包括R01或P01级别资助（n = 4，7%）和K奖（n = 3，6%）。面授和在线学员对所有评估的12项能力都报告了中等到高度的信心。所有学员在与实施研究后期阶段相关的技能方面的信心有所下降。对所有评估能力的中等到高度信心以及报告的高水平学术生产力支持了专注于应用方法以支持实施科学家职业发展的强化研究生水平培训的益处。
