Table 1.
TL1 Program Goals
| A. What are stated goals or specific aims of your TL1 program as a whole? (N = 50 survey responses) | ||
|---|---|---|
| Theme | *n (% of total) | Example |
| Clinical & translational science training | 40 (80%) | Rigorous and effective C/T research training across disciplines |
| Collaboration and/or team science | 40 (80%) | Best practices in enhancing interdisciplinary team science skills |
| Career/professional development | 29 (58%) | Provide innovative and broad-based career and professional development opportunities to build professional skills |
| Diversity of trainees | 29 (58%) | Diverse trainee population with respect to clinical background and disciplinary perspective and … race/ethnicity, social disadvantages, and disabilities |
| Mentoring | 28 (56%) | Dual-mentored training experiences in preclinical and clinical research |
| Multi-/Inter-/Cross-disciplinary | 23 (46%) | Inspire careers dedicated to interdisciplinary translational science |
| New program elements, focus | 22 (44%) | Implement learning strategies for these students using novel curricula |
| Program evaluation | 19 (38%) | Utilize a comprehensive evaluation plan that incorporates quantitative and qualitative data from multiple sources to enhance program improvement |
| CTR Competencies | 15 (30%) | Rigorous training that builds core competencies in clinical and translational research |
| Individualized training | 13 (26%) | Personalized to the interest and needs of each trainee |
| Collaboration & dissemination | 12 (24%) | Pursue regional and national CTSA collaborations for greater innovation & impact |
| Experiential learning | 12 (24%) | Immersing them in the actual translation of research products |
| Add new trainee types, expand access | 12 (24%) | Create and implement a postdoctoral mentored TL1 training program |
| Entrepreneurship | 10 (20%) | New externships in entrepreneurship |
| RCR, rigor & reproducibility | 7 (14%) | Engraft principles of responsible conduct of research and the importance of reproducible science |
| Community engagement | 7 (14%) | Learner-level appropriate competency in … stakeholder engagement |
| Build community of C/T researchers | 7 (14%) | Establish and nurture a community of graduate students and faculty |
| Other | 4 (8%) | Emphasize the unique regional populations and associated research studies |
| B. Which goals distinguish your TL1 program as a whole from other NIH-funded training programs? (N = 48 survey responses) | ||
| Theme | *n (% of total) | Example |
| Interdisciplinary approach, CTR focus | 20 (42%) | Non-categorical, translational, cross-disciplinary |
| CTR training content | 11 (23%) | Focused on integrating clinical and translational science competencies into graduate/medical education |
| Integrated training for trainee types | 11 (23%) | Vertical integration across career stages |
| Specific focus or emphasis | 11 (23%) | Entrepreneurship |
| Stem cells and regenerative medicine | ||
| Type 3 (health services) and Type 4 (population health) translational research | ||
| Interdisciplinary nature of pediatric/engineering focus | ||
| Medical informatics | ||
| Team science, collaboration | 11 (23%) | Didactic and experiential Team Science training |
| Individualized training | 10 (21%) | Individualized enrichments in six areas |
| Mentoring teams | 9 (19%) | Strong multidisciplinary mentorship |
| Multiple institutions, campuses | 8 (17%) | New collaborative efforts to provide training and career development across 3 institutions |
| Diverse trainees, disciplines, underrepresented in medicine & science | 7 (15%) | Diverse disciplines including biomedical science, medicine, nursing, social and behavioral sciences, and engineering |
| Other | 5 (10%) | Strong emphasis and focus on career development |
| Special focus on physician-scientists in training | ||
| Translational research grant application … as a required capstone project | ||
| Degree/certificate, academic program | 4 (8%) | All trainees are engaged in a formal academic program |
| Community engagement | 3 (6%) | Engaging … patient and community stakeholders, at early stages of traineesʼ research |
| Competency-based | 3 (6%) | Translational science competencies-based curriculum |
*n = The number of responses that addressed the corresponding theme.
Abbreviations used: CTR, clinical & translational research; CTSA, Clinical & Translational Science Award; RCR, responsible conduct of research; C/T, clinical and/or translational