Assessment of NIH Minority Research/Training Programs: Phase 1

1993 ◽  
Author(s):  
Keyword(s):  
Training Programs ◽  
Research Training ◽  
Phase 1 ◽  
Minority Research

scholarly journals Implementation research training for learners in low- and middle-income countries: Evaluating behavior change after participating in a massive online open course

2020 ◽  
Author(s):  
Pascal Launois ◽  
Dermot Maher ◽  
Edith Certain ◽  
Bella Ross ◽  
Michael J. Penkunas
Keyword(s):  
Professional Practice ◽  
Implementation Research ◽  
Online Survey ◽  
Training Programs ◽  
Research Training ◽  
Critical Role ◽  
World Health ◽  
Middle Income ◽  
Middle Income Countries ◽  
Low And Middle Income

Abstract Background Implementation research (IR) can play a critical role in the delivery of disease control interventions, particularly in low- and middle-income countries (LMICs). The growing demand for IR training has led to the development of a range of training programs and university courses, the majority of which can not be accessed by learners in LMICs. This article reports on the evaluation of a massive open online course (MOOC) developed by the Special Programme for Research and Training in Tropical Diseases hosted by the World Health Organization on the topic of IR with a focus on infectious diseases of poverty. This study followed Kirkpatrick’s Model to evaluate training programs with a specific focus on post-training changes in behavior. Methods MOOC participants were invited to take part in an anonymous online survey examining their IR knowledge and how they applied it in their professional practice approximately 1-1.5 years after completing the MOOC. The survey contained 43 open-ended, multiple choice and Likert-type questions. Descriptive statistics were calculated for the quantitative data and responses to the open-ended questions were thematically coded. Results A total of 748 MOOC participants responded to the survey. The demographic profile of the survey respondents aligned with that of the MOOC participants, with nearly 70% of respondents originating from Africa. Responses to the quantitative and open-ended survey questions revealed that respondents’ IR knowledge had improved to a large extent as a result of the MOOC, and that they used the knowledge and skills gained in their professional lives frequently. Respondents most often cited changes in their conceptual understanding of IR and understanding of the research process as substantial areas of change influenced by participating in the MOOC. Conclusions These findings indicate that the MOOC was successful in targeting learners from LMICs, in strengthening their IR knowledge and in contributing to their ability to apply it in their professional practice. The utility of MOOCs for providing IR training to learners in LMICs, where implementation challenges are encountered often, makes this platform an ideal standalone learning tool or one that could be combined with other training formats.

scholarly journals Education Research: Effect of the COVID-19 pandemic on neurology trainees in Italy

Neurology ◽  
2020 ◽  
Vol 95 (23) ◽  
pp. 1061-1066 ◽  
Author(s):  
Elena Abati ◽  
Gianluca Costamagna
Keyword(s):  
Preventive Measures ◽  
Training Programs ◽  
Research Training ◽  
Substantial Reduction ◽  
Resident Training ◽  
Educational Activity ◽  
Local Institutions ◽  
Research Activity ◽  
Web Based ◽  
Negative Effect

ObjectiveTo assess the effect of the coronavirus disease 2019 (COVID-19) outbreak on neurology resident training in Italy.MethodWe created a web-based survey regarding changes in clinical, research, and educational activity of neurology trainees in Italy during the COVID-19 pandemic and the preventive measures undertaken by local institutions to reduce the risk of contagion.ResultsSeventy-nine residents working in Italy completed the survey. A total of 87.3% of trainees reported a substantial reduction in their neurologic duties since COVID-19 appeared in Italy, and 17.8% were also recruited or volunteered for COVID-19–dedicated wards. Likewise, more than 60% of trainees experienced a reduction or interruption in research activity. As regards the perceived effect of the COVID-19 outbreak on their neurologic training, almost 70% of surveyed trainees believe that the COVID-19 pandemic had or will have a negative effect on their formation as neurologists, for different reasons. Furthermore, trainees reported a consistent exposure (69.6%) to confirmed positive COVID-19 cases at work, with divergent surveillance and preventive measures taken by local institutions.ConclusionsOverall, the survey shows that the COVID-19 pandemic in Italy has had a subjective negative effect on neurology residents on didactics, clinical, and research training as well as training abroad. The COVID-19 outbreak poses many challenges to academic institutions and training programs, and addressing these issues promptly is crucial to ensure continued quality of trainees' neurologic education. Sharing solutions and ideas among the international neurologic community might help neurology training programs worldwide to better counteract these problems.

scholarly journals Balancing Teaching and Research Experiences in Doctoral Training Programs: Lessons for the Future Educator

2003 ◽  
Vol 2 (4) ◽  
pp. 228-232 ◽  
Author(s):  
Michael J. Wolyniak
Keyword(s):  
Cell Biology ◽  
Training Programs ◽  
Research Training ◽  
Doctoral Training ◽  
Business Law ◽  
Career Experiences ◽  
Research Experiences ◽  
Doctoral Research ◽  
The Past ◽  
Future Education

While a variety of alternative careers has emerged for Ph.D. life scientists in industry, business, law, and education in the past two decades, the structure of doctoral training programs in many cases does not provide the flexibility necessary to pursue career experiences not directly related to a research emphasis. Here I describe my efforts to supplement my traditional doctoral research training with independent teaching experiences that have allowed me to prepare myself for a career that combines both into a combined educational program. I describe the issues I have come across in finding and taking part in these endeavors, how these issues have affected my work in pursuing my Ph.D., and how my experiences translate into my hopes for a future education-based career in molecular and cell biology.

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