Kataoka-Yahiro Merle R, Myaskovsky Larissa, Dagda Ruben K, Sood Akshay, Conway Kathrene, Lopez Joseph Guerrero, Burge Mark R, Sy Francisco S
Nancy Atmosphera-Walch School of Nursing, Department of Nursing, University of Hawaii at Manoa, Honolulu, HI, USA.
Center for Healthcare Equity in Kidney Disease and Department of Internal Medicine, University of New Mexico Health Sciences Center, Albuquerque, NM, USA.
J Clin Transl Sci. 2022 May 20;6(1):e83. doi: 10.1017/cts.2022.407. eCollection 2022.
The Mountain West Clinical Translational Research - Infrastructure Network (MW CTR-IN), established in 2013, is a research network of 13 university partners located among seven Institutional Development Award (IDeA) states targeting health disparities. This is an enormous undertaking because of the size of the infrastructure network (encompassing a third of the US landmass and spanning four time zones in predominantly rural and underserved areas, with populations that have major health disparities issues). In this paper, we apply the barriers, strategies, and metrics to an adapted educational conceptual model by Fink (2013). Applying this model, we used four tailored approaches across this regional infrastructure network to: (1) assess individual faculty specific needs, (2) reach out and engage with faculty, (3) provide customized services to meet the situational needs of faculty, and (4) utilize a "closed communication feedback loop" between Professional Development (PD) core and MW CTR-IN faculty within the context of their home institutional environment. Summary statement results from participating faculty show that these approaches were positive. Grounded in best educational practice approaches, we have an opportunity to refine and build from this sound foundation with implications for future use in other CTR-IN networks and institutions in the IDeA states.
美国西部山区临床转化研究基础设施网络（MW CTR-IN）成立于2013年，是一个由13所大学合作伙伴组成的研究网络，这些合作伙伴分布在七个机构发展奖（IDeA）州，致力于解决健康差距问题。这是一项艰巨的任务，因为该基础设施网络规模庞大（覆盖美国三分之一的陆地面积，跨越四个时区，主要位于农村和服务欠缺地区，当地人口存在重大健康差距问题）。在本文中，我们将障碍、策略和指标应用于芬克（2013年）提出的一个经过调整的教育概念模型。应用该模型，我们在这个区域基础设施网络中采用了四种量身定制的方法，以：（1）评估各教员的具体需求；（2）与教员建立联系并使其参与进来；（3）提供定制服务以满足教员的实际需求；（4）在专业发展（PD）核心与MW CTR-IN教员之间，在其所在机构环境的背景下利用“封闭沟通反馈回路”。参与研究的教员给出的总结性结果表明，这些方法效果良好。基于最佳教育实践方法，我们有机会在此坚实基础上进行完善和拓展，这对未来在IDeA州的其他CTR-IN网络和机构中的应用具有借鉴意义。
