Table 2.
Summary of Included Studies
| Institution and Reference (Author[s], Year) |
Type of Program or Intervention | Program Component(s) | Learning/Facilitating Mechanism(s) | Population (n) | Stated Goal(s) Achieved (Y or N) | Program Limitations and Concerns |
|---|---|---|---|---|---|---|
| 1. American Cancer Society (Vogler, 2004) | Grant/Award | Mentoring, lectures, financial support | Didactic learning, mentoring, financial support | Clinician researchers (51) | Research competency (N) | Could not assess if training program or other factors led to “success,” e. g. those with prior research experience may be more likely to get subsequent funding |
| 2. American College of Gastroenterology (Crockett, et al., 2009) | Grant/Award | Financial support | Financial support | Biomedical researchers (341) | Publications and research career development (Y) | Participants may have received support from other sources |
| 3. Cornell University (Supino & Borer, 2007) | Research Curriculum/Coursework | Research Training | Didactic learning | Clinician researchers (500+) | Research competency (Y) | Attendance at lectures not mandatory; no pre- or post-testing |
| 4. Cornell University (Bruce, et al., 2011) | Mentoring | Mentoring, grant review, lectures | Didactic learning, mentoring, guided and participatory learning | Clinician researchers (42) | Research competency (Y) | Possible selection bias, e. g. motivated volunteer participants may be more likely to succeed |
| 5. Duke University (Armstrong, Decherney, Leppert, Rebar, & Maddox, 2009) | Degree/Certificate Program | Research Training | Didactic learning, guided and participatory learning | Clinician researchers (10) | Research competency (Y) | Participation limited due to difficulties in obtaining financial support |
| 6. Marshfield Clinic Research Foundation (Yale, et al., 2011) | Mentoring | Mentoring, manuscript and grant review, research collaboration with emeritus mentors | Mentoring, guided and participatory learning | Clinician researchers (3 physician emeriti) | Facilitate mentoring by emeritus physicians, dentists, PhDs (Y) | Study focused on self-perceived effectiveness by emeritus faculty mentors, rather than on actual effect on mentees |
| 7. Ohio University College of Osteopathic Medicine (Balaji, Knisely, & Blazyk, 2007) | Grant/Award | Financial support, grant review | Financial support for selected faculty in submitting NIH grant application | Clinician researchers (3 in 2005, 2 in 2006)) | High-priority NIH review scores, NIH funding (N) | No awardees received high priority NIH scores in 2005. Scores for those given University awards in 2006 were not available at time article was published |
| 8. Southern Cross University, Australia (Davis, et al., 2012) | Research Curriculum/Coursework | Research Training | Didactic learning, guided and participatory learning | Clinician researchers (7) | Junior researcher career development (N) | Participants had high workload demands, institutional restrictions |
| 9. Texas Tech University Health Science Center (Eder & Pierce Jr., 2011) | Grant/Award | Administrative and statistical support, financial support, research training | Financial support, didactic learning, guided and participatory learning | Clinician researchers (91) | Improved research infrastructure (Y) | Methodological concerns: confounding variables, effect not generalizable to other schools or campuses, productivity and “success” of participants not primary metric |
| 10. Thoracic Surgery Foundation for Research and Education (Jones, Mack, Patterson, & Cohn, 2011) | Grant/Award | Financial support | Financial support | Biomedical researchers (75) | Research competency and activity (Y) | Not all grant recipients participated in study; lack of control group; possible self-reporting bias and/or inaccuracy |
| 11. University of California-San Diego (Daley, et al., 2009) | Grant/Award | Research Training | Mentoring, didactic learning, guided and participatory learning | Clinician researchers (18) | Research competency and activity (N) | Study limited to under-represented minority faculty members |
| 12. University of Cincinnati (Bragg et al., 2011) | Grant/Award | Research Training | Didactic learning | Clinical and basic science researchers (139) | Research productivity (N) | Lack of follow up data for comparative analysis |
| 13. University of Copenhagen (Tulinius et al., 2012) | Grant/Award | Research Training | Financial support, guided and participatory learning | Biomedical researchers (95) | Research competency (N) | Participants experienced teaching and research conflicts |
| 14. University of Michigan (Gruppen, Yoder, Frye, Perkowski, & Mavis, 2011) | Research Curriculum/Coursework | Research Training | Didactic learning, guided and participatory learning | Clinician researchers (33) | Research activity (Y) | Minimum enrollment targets not always met; logistical concerns, e. g. difficulties in arranging travel |
| 15. University of Pennsylvania School of Medicine (Strom et al., 2012) | Degree/Certificate Program | Research Training | Didactic learning, mentoring, guided and participatory learning | Clinician researchers (500+) | Research competency/Research productivity (N) | Concerns included obtaining sufficient funding, retaining mentors, and recruiting trainees from highly paid specialties |
| 16. University of Pittsburgh (Santucci et al., 2008) | Mentoring | Peer mentoring | Mentoring | Health sciences researchers (5) | Research productivity (Y) | Peer mentoring seen to augment, rather than replace traditional mentoring |
| 17. University of Puerto Rico Medical Sciences Campus (Estape et al., 2011) | Research Curriculum/Coursework | Research Training | Didactic learning | Clinical and basic science researchers (N/A) | Research activity (N) | Proposed model has not been implemented or tested |
| 18. University of Virginia (Schroen, Thielen, Turrentine, Kron, & Slingluff Jr., 2012) | Grant/Award | Financial incentives for increased publications and extramural grants | Financial support | Clinician researchers (18) | Increased number of publications and grant awards (Y) | Authors raise concerns over using publications and grants as metrics in different environments and under different institutional conditions. |
| 19. Vanderbilt School of Medicine (Brown et al., 2008) | Mentoring | Mentoring, shared research projects | Mentoring, guided and participatory learning | Biomedical researchers (70) | Research activity and productivity/Research career development (Y) | Methodological challenges in assessing results: comparison groups, sample size, follow-up duration. |