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      A matched cohort examination of publication rates among clinical subspecialty fellows enrolled in a translational science training program

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          Abstract

          Purpose

          This study examined the effectiveness of a formal postdoctoral education program designed to teach skills in clinical and translational science, using scholar publication rates as a measure of research productivity.

          Method

          Participants included 70 clinical fellows who were admitted to a master’s or certificate training program in clinical and translational science from 1999 to 2015 and 70 matched control peers. The primary outcomes were the number of publications 5 years post-fellowship matriculation and time to publishing 15 peer-reviewed manuscripts post-matriculation.

          Results

          Clinical and translational science program graduates published significantly more peer-reviewed manuscripts at 5 years post-matriculation (median 8 vs 5, p=0.041) and had a faster time to publication of 15 peer-reviewed manuscripts (matched hazard ratio = 2.91, p=0.002). Additionally, program graduates’ publications yielded a significantly higher average H-index (11 vs. 7, p=0.013).

          Conclusion

          These findings support the effectiveness of formal training programs in clinical and translational science by increasing academic productivity.

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          Training the translational research teams of the future: UC Davis-HHMI Integrating Medicine into Basic Science program.

          Anne Knowlton, Julie A Rainwater, Nipavan Chiamvimonvat … (2013)
          There is a need for successful models of how to recruit, train, and retain bench scientists at the earliest stages of their careers into translational research. One recent, promising model is the University of California Davis Howard Hughes Medical Institute Integrating Medicine into Basic Science (HHMI-IMBS) program, part of the HHMI Med into Grad initiative. This paper outlines the HHMI-IMBS program's logic, design, and curriculum that guide the goal of research that moves from bedside to bench. That is, a curriculum that provides graduate students with guided translational training, clinical exposure, team science competencies, and mentors from diverse disciplines that will advance the students careers in clinical translational research and re-focusing of research to answer clinical dilemmas. The authors have collected data on 55 HHMI-IMBS students to date. Many of these students are still completing their graduate work. In the current study the authors compare the initial two cohorts (15 students) with a group of 29 control students to examine the program success and outcomes. The data indicate that this training program provides an effective, adaptable model for training future translational researchers. HHMI-IMBS students showed improved confidence in conducting translational research, greater interest in a future translational career, and higher levels of research productivity and collaborations than a comparable group of predoctoral students.
          Article 0 comments Cited 11 times – based on 0 reviews     Review now
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            Outcomes of a Novel Training Program for Physician-Scientists: Integrating Graduate Degree Training With Specialty Fellowship.

            Mitchell D Wong, Lourdes R Guerrero, Tamer Sallam … (2016)
            Although physician-scientists generally contribute to the scientific enterprise by providing a breadth of knowledge complementary to that of other scientists, it is a challenge to recruit, train, and retain physicians in a research career pathway.
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              Publication track records as a metric of clinical research training effectiveness.

              Jacqueline M Knapke, Joel Tsevat, Paul Succop … (2013)
              Clinical research training programs exist across the country, but no quantitative studies have been performed to evaluate the effectiveness of these programs. The goal of this study was to evaluate the success of the clinical research training program at the University of Cincinnati by comparing the publication histories of pediatric fellows who graduated from the clinical and translational research Master of Science (MS) degree programs between 1995 and 2011 with fellows who did not pursue an MS degree. Among 296 pediatric fellows, 44 of 54 graduates (81%) published at least 1 first-authored paper, as compared with 149 of 242 (62%) fellows who did not obtain an MS degree (P < 0.01). In multivariable analysis, 3-4 years after program completion, MS graduates published more papers overall (R(2) = 0.10) and more first-authored papers than did non-MS graduates (R(2) = 0.04). These findings suggest that graduate training in clinical and translational research is related to an increase in research productivity as assessed by publication rates.
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                Author and article information

                Journal
                Journal ID (nlm-ta): J Clin Transl Sci
                Journal ID (iso-abbrev): J Clin Transl Sci
                Journal ID (publisher-id): CTS
                Title: Journal of Clinical and Translational Science
                Publisher: Cambridge University Press (Cambridge, UK )
                ISSN (Electronic): 2059-8661
                Publication date (Print): October 2018
                Volume: 2
                Issue: 5
                Pages: 327-333
                Affiliations
                [1 ] Department of Psychiatry and Psychology, Mayo Clinic, Rochester, MN, USA
                [2 ] Center for Clinical and Translational Science, Rochester, MN, USA
                [3 ] Department of Anesthesiology, Mayo Clinic, Rochester, MN, USA
                [4 ] Department of Health Sciences Research, Mayo Clinic, Rochester, MN, USA
                [5 ] Department of Gastroenterology, Mayo Clinic, Rochester, MN, USA
                Author notes
                [* ]Address for correspondence: S. L. Ehlers, PhD, 200 First Street SW, Rochester, MN 55905, USA. E-mail: ehlers.shawna@ 123456mayo.edu
                Article
                Publisher Item ID: S2059866118003369 Publisher ID: 00336
                DOI: 10.1017/cts.2018.336
                PMC ID: 6390396
                SO-VID: d95e6b5d-8a91-4142-9993-5645c1dbe402
                Copyright © © The Association for Clinical and Translational Science 2019
                License:

                This is an Open Access article, distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives licence ( http://creativecommons.org/licenses/by-ncnd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is unaltered and is properly cited. The written permission of Cambridge University Press must be obtained for commercial re-use or in order to create a derivative work.

                History
                Date received : 09 May 2018
                Date revision received : 18 October 2018
                Date accepted : 27 October 2018
                Page count
                Figures: 2, Tables: 1, Pages: 7
                Categories
                Subject: Education
                Subject: Research Article

                Keywords: translational science,education,fellowship,mentoring,publication
                Data availability:
                Keywords: translational science, education, fellowship, mentoring, publication

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