Loucks Tammy L, Harvey Jillian, Lee-Chavarria Diana, Paranal Rechelle, Lenert Kathleen A, Bonilha Heather S, Feghali-Bostwick Carol
South Carolina Clinical and Translational Research Institute, Medical University of South Carolina, Charleston, South Carolina, USA.
Academic Affairs Faculty, Medical University of South Carolina, Charleston, South Carolina, USA.
J Clin Transl Sci. 2021 Nov 10;6(1):e8. doi: 10.1017/cts.2021.875. eCollection 2022.
Developing the translational research workforce is a goal established by the National Center for Advancing Translational Science for its network of Clinical and Translational Science Award Program hubs. We surveyed faculty and research staff at our institution about their needs and preferences, utilization of existing trainings, and barriers and facilitators to research training. A total of 545 (21.9%) faculty and staff responded to the survey and rated grant development, research project development, and professional development among their top areas for further training. Faculty prioritized statistical methods and dissemination and implementation, while staff prioritized research compliance and research administration. Faculty (73.9%; n = 119) and staff (87.3%; n = 165) reported that additional training would give them more confidence in completing their job responsibilities. Time and lack of awareness were the most common barriers to training. Our results indicate the value of training across a range of topics with unique needs for faculty and staff. This pre-COVID survey identified time, awareness, and access to training opportunities as key barriers for faculty and staff. The shift to remote work spurred by the pandemic has further heightened the need for effective and readily accessible online trainings to enable continuous development of the clinical and translational research workforce.
培养转化研究人员队伍是美国国立转化医学推进中心为其临床与转化科学奖计划网络设立的一个目标。我们对本校的教师和研究人员进行了调查，了解他们的需求和偏好、对现有培训的利用情况以及研究培训的障碍和促进因素。共有545名（21.9%）教师和工作人员回复了调查，并将资助申请撰写、研究项目开展和职业发展列为他们希望进一步接受培训的首要领域。教师将统计方法以及传播与实施列为优先事项，而工作人员则将研究合规性和研究管理列为优先事项。教师（73.9%；n = 119）和工作人员（87.3%；n = 165）表示，额外的培训将使他们在履行工作职责时更有信心。时间和缺乏了解是培训最常见的障碍。我们的结果表明，针对教师和工作人员的独特需求开展一系列主题培训具有重要价值。这项新冠疫情前的调查确定，时间、了解程度和获得培训机会是教师和工作人员面临的主要障碍。疫情引发的向远程工作的转变进一步凸显了对有效且易于获取的在线培训的需求，以促进临床与转化研究人员队伍的持续发展。
