Norman Marie K, Radomski Thomas R, Mayowski Colleen A, Zimmerman-Cooney MaLinda, Crevasse Isabel, Rubio Doris M
Institute for Clinical Research Education, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA.
Division of General Internal Medicine, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA.
J Clin Transl Sci. 2024 Sep 30;8(1):e138. doi: 10.1017/cts.2024.601. eCollection 2024.
The proportion of physician-investigators involved in biomedical research is shrinking even as the need for high-quality, interdisciplinary research is growing. Building the physician-investigator workforce is thus a pressing concern. Flexible, "light-weight" training modalities can help busy physician-investigators prepare for key stages of the research life cycle and personalize their learning to their own needs. Such training can also support researchers from diverse backgrounds and lighten the work of mentors.
The University of Pittsburgh's Institute for Clinical Research Education designed the Stackables Microcredentials in Clinical and Translational Research (Stackables) program to provide flexible, online training to supplement and enhance formal training programs. This training utilizes a self-paced, just-in-time format along with an interactive, storytelling approach to sustain learner engagement. Learners earn badges for completing modules and certificates for completing "stacks" in key competency areas. In this paper, we describe the genesis and development of the Stackables program and report the results of a pilot study in which we evaluated changes in confidence in key skill areas from pretest to posttest, as well as engagement and perceived effectiveness.
Our Stackables pilot study showed statistically significant gains in learner confidence in all skill areas from pretest to posttest. Pilot participants reported that the module generated high levels of engagement and enhanced their skills, knowledge, and interest in the subject.
Stackables provide an important complement to formal coursework by focusing on discrete skill areas and allowing learners to access the training they need when they need it.
尽管对高质量跨学科研究的需求在不断增长，但参与生物医学研究的医师-研究人员比例却在下降。因此，培养医师-研究人员队伍成为一个紧迫的问题。灵活的“轻量级”培训模式可以帮助忙碌的医师-研究人员为研究生命周期的关键阶段做好准备，并根据自身需求进行个性化学习。这种培训还可以支持来自不同背景的研究人员，并减轻导师的工作负担。
匹兹堡大学临床研究教育研究所设计了临床与转化研究微认证堆叠式课程（Stackables）项目，以提供灵活的在线培训，补充和加强正规培训项目。该培训采用自定进度、即时学习的形式以及互动式叙事方法，以保持学习者的参与度。学习者完成模块可获得徽章，在关键能力领域完成“堆叠”可获得证书。在本文中，我们描述了Stackables项目的起源和发展，并报告了一项试点研究的结果，在该研究中，我们评估了从预测试到后测试关键技能领域信心的变化，以及参与度和感知有效性。
我们的Stackables试点研究表明，从预测试到后测试，学习者在所有技能领域的信心都有统计学上的显著提高。试点参与者报告称，该模块产生了很高的参与度，并提高了他们在该主题方面的技能、知识和兴趣。
Stackables通过专注于离散的技能领域，并允许学习者在需要时获取所需的培训，为正规课程提供了重要补充。
