A Novel Service-Oriented Professional Development Program for Research Assistants at an Academic Hospital: A Web-Based Survey

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Abstract

Background

Research assistants (RAs) are hired at academic centers to staff the research and quality improvement projects that advance evidence-based medical practice. Considered a transient population, these young professionals may view their positions as stepping-stones along their path to graduate programs in medicine or public health.

Objective

To address the needs of these future health professionals, a novel program—Program for Research Assistant Development and Achievement (PRADA)—was developed to facilitate the development of desirable professional skill sets (ie, leadership, teamwork, communication) through participation in peer-driven service and advocacy initiatives directed toward the hospital and surrounding communities. The authors hope that by reporting on the low-cost benefits of the program that other institutions might consider the utility of implementing such a program and recognize the importance of acknowledging the professional needs of the next generation of health care professionals.

Methods

In 2011, an anonymous, Web-based satisfaction survey was distributed to the program membership through a pre-established email distribution list. The survey was used to evaluate demographics, level of participation and satisfaction with the various programming, career trajectory, and whether the program's goals were being met.

Results

Upon the completion of the survey cycle, a 69.8% (125/179) response rate was achieved with the majority of respondents (94/119, 79.0%) reporting their 3-year goal to be in medical school (52/119, 43.7%) or nonmedical graduate school (42/119, 35.3%). Additionally, most respondents agreed or strongly agreed that PRADA had made them feel more a part of a research community (88/117, 75.2%), enhanced their job satisfaction (66/118, 55.9%), and provided career guidance (63/117, 53.8%). Overall, 85.6% of respondents (101/118) agreed or strongly agreed with recommending PRADA to other research assistants.

Conclusions

High response rate and favorable outlook among respondents indicate that the program had been well received by the program's target population. The high percentage of respondents seeking short-term entry into graduate programs in health care-related fields supports the claim that many RAs may see their positions as stepping-stones and therefore could benefit from a professional development program such as the one described herein. Strong institutional support and sustainable growth and participation are other indications of early success. Further evaluation is necessary to assess the full impact of the program, particularly in areas such as job satisfaction, recruitment, retention, productivity, and career trajectory, but also in reproducibility in other institutions.

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Most cited references 11

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To investigate current medical school admission processes and whether they differ from those in 1986 when they were last reviewed by the Association of American Medical Colleges (AAMC). In spring 2008, admission deans from all MD-granting U.S. and Canadian medical schools using the Medical College Admission Test (MCAT) were invited to complete an online survey that asked participants to describe their institution's admission process and to report the use and rate the importance of applicant data in making decisions at each stage. The 120 responding admission officers reported using a variety of data to make decisions. Most indicated using interviews to assess applicants' personal characteristics. Compared with 1986, there was an increase in the emphasis placed on academic data during pre-interview screening. While GPA data were among the most important data in decision making at all stages in 1986, data use and importance varied by the stage of the process in 2008: MCAT scores and undergraduate GPAs were rated as the most important data for deciding whom to invite to submit secondary applications and interview, whereas interview recommendations and letters of recommendation were rated as the most important data in deciding whom to accept. This study underscores the complexity of the medical school admission process and suggests increased use of a holistic approach that considers the whole applicant when making admission decisions. Findings will inform AAMC initiatives focused on transforming admission processes.

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Author and article information

Contributors

Robert Li Kitts:

Department of PsychiatryBoston Children's HospitalHunnewell 119300 Longwood AvenueBoston, MA, 02115United States1 857 218 50531 617 730 0428robert.kitts@childrens.harvard.edu

ORCID: http://orcid.org/0000-0003-2034-0654

Journal

Journal ID (nlm-ta): JMIR Med Educ

Journal ID (iso-abbrev): JMIR Med Educ

Journal ID (publisher-id): JME

Title: JMIR Medical Education

Publisher: JMIR Publications Inc. (Toronto, Canada )

ISSN (Electronic): 2369-3762

Publication date Collection: Jul-Dec 2015

Publication date (Electronic): 02 November 2015

Volume: 1

Issue: 2

Electronic Location Identifier: e13

Affiliations

[1] ¹Department of Psychiatry Boston Children's Hospital Boston, MAUnited States

[2] ²Department of Psychiatry Harvard Medical School Boston, MAUnited States

[3] ³Division of Immunology Boston Children's Hospital Boston, MAUnited States

[4] ⁴Department of Family Medicine Swedish First Hill Clinic Seattle, WAUnited States

[5] ⁵Student Affairs Mayo Medical School Rochester, MNUnited States

[6] ⁶Department of Psychology Emmanuel College Boston, MAUnited States

[7] ⁷Student Affairs Touro University Nevada College of Osteopathic Medicine Henderson, NVUnited States

[8] ⁸Division of Gastroenterology and Nutrition Boston Children's Hospital Boston, MAUnited States

[9] ⁹Department of Pediatrics Harvard Medical School Boston, MAUnited States

Author notes

Corresponding Author: Robert Li Kitts robert.kitts@ 123456childrens.harvard.edu

Author information

Robert Li Kitts http://orcid.org/0000-0003-2034-0654

Kyle John Koleoglou http://orcid.org/0000-0001-7710-5757

Jennifer Elysia Holland http://orcid.org/0000-0002-3310-5947

Eliza Haapaniemi Hutchinson http://orcid.org/0000-0003-4183-2439

Quincy Georgdie Nang http://orcid.org/0000-0002-3946-5863

Clare Marie Mehta http://orcid.org/0000-0003-4897-6160

Chau Minh Tran http://orcid.org/0000-0001-8665-6358

Laurie Newman Fishman http://orcid.org/0000-0003-4612-890X

Article

Publisher ID: v1i2e13

DOI: 10.2196/mededu.4576

PMC ID: 5041349

PubMed ID: 27731841

SO-VID: 4c4c8ae1-0416-48e6-8bdb-f8cbd1475e66

Copyright © ©Robert Li Kitts, Kyle John Koleoglou, Jennifer Elysia Holland, Eliza Haapaniemi Hutchinson, Quincy Georgdie Nang, Clare Marie Mehta, Chau Minh Tran, Laurie Newman Fishman. Originally published in JMIR Medical Education (http://mededu.jmir.org), 02.11.2015.

License:

This is an open-access article distributed under the terms of the Creative Commons Attribution License ( http://creativecommons.org/licenses/by/2.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work, first published in JMIR Medical Education, is properly cited. The complete bibliographic information, a link to the original publication on http://mededu.jmir.org/, as well as this copyright and license information must be included.

History

Date received : 28 May 2015

Date revision requested : 24 August 2015

Date revision received : 1 September 2015

Date accepted : 22 September 2015

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