TY - JOUR
T1 - Clinical and translational science award T32/TL1 training programs
T2 - Program goals and mentorship practices
AU - Sancheznieto, Fátima
AU - Sorkness, Christine A.
AU - Attia, Jacqueline
AU - Buettner, Kathryn
AU - Edelman, David
AU - Hobbs, Stuart
AU - McIntosh, Scott
AU - McManus, Linda M.
AU - Sandberg, Kathryn
AU - Schnaper, H. William
AU - Scholl, Linda
AU - Umans, Jason G.
AU - Weavers, Karen
AU - Windebank, Anthony
AU - McCormack, Wayne T.
N1 - Funding Information:
This work was funded in part by the University of Rochester Center for Leading Innovation and Collaboration (CLIC), the CTSA coordinating center funded by NCATS (U24TR002260). From CLIC, the authors wish to thank Karen Grabowski for assistance with survey design, and Manpreet Kaur and Astghik Baghinyan for assistance with qualitative analysis. The authors also thank other members of the TL1 Program Directors Working Group, as well as Carol Merchant and Joan Nagel (NCATS) for helpful discussions. Most importantly, we thank the CTSA TL1 Program Directors and their administrative teams for their time and effort to complete the survey. This work was also supported in part by the NIH NCATS through Grant Award Numbers: TL1TR002375 and UL1TR002373 (Sancheznieto, Sorkness, Scholl); TL1TR002555 and UL1TR002553 (Edelman); TL1TR002735 and UL1TR002733 (Hobbs); TL1TR002647 and UL1TR002645 (McManus); TL1TR001431, KL2TR001432, and UL1TR001409 (Sandberg, Umans); KL2TR001424 and UL1TR001423 (Schnaper); TL1TR002380 and UL1TR002377 (Weaver, Windebank); and TL1TR001428 and UL1TR001427 (McCormack). This work is solely the responsibility of the authors and does not necessarily represent the official views of the NIH, NCATS, or CLIC. This paper is dedicated to the memory of our friend, colleague, and mentorship advocate Bill Schnaper.
Publisher Copyright:
© 2022 Cambridge University Press. All rights reserved.
PY - 2022/12/27
Y1 - 2022/12/27
N2 - Introduction: A national survey characterized training and career development for translational researchers through Clinical and Translational Science Award (CTSA) T32/TL1 programs. This report summarizes program goals, trainee characteristics, and mentorship practices. Methods: A web link to a voluntary survey was emailed to 51 active TL1 program directors and administrators. Descriptive analyses were performed on aggregate data. Qualitative data analysis used open coding of text followed by an axial coding strategy based on the grounded theory approach. Results: Fifty out of 51 (98%) invited CTSA hubs responded. Training program goals were aligned with the CTSA mission. The trainee population consisted of predoctoral students (50%), postdoctoral fellows (30%), and health professional students in short-term (11%) or year-out (9%) research training. Forty percent of TL1 programs support both predoctoral and postdoctoral trainees. Trainees are diverse by academic affiliation, mostly from medicine, engineering, public health, non-health sciences, pharmacy, and nursing. Mentor training is offered by most programs, but mandatory at less than one-third of them. Most mentoring teams consist of two or more mentors. Conclusions: CTSA TL1 programs are distinct from other NIH-funded training programs in their focus on clinical and translational research, cross-disciplinary approaches, emphasis on team science, and integration of multiple trainee types. Trainees in nearly all TL1 programs were engaged in all phases of translational research (preclinical, clinical, implementation, public health), suggesting that the CTSA TL1 program is meeting the mandate of NCATS to provide training to develop the clinical and translational research workforce.
AB - Introduction: A national survey characterized training and career development for translational researchers through Clinical and Translational Science Award (CTSA) T32/TL1 programs. This report summarizes program goals, trainee characteristics, and mentorship practices. Methods: A web link to a voluntary survey was emailed to 51 active TL1 program directors and administrators. Descriptive analyses were performed on aggregate data. Qualitative data analysis used open coding of text followed by an axial coding strategy based on the grounded theory approach. Results: Fifty out of 51 (98%) invited CTSA hubs responded. Training program goals were aligned with the CTSA mission. The trainee population consisted of predoctoral students (50%), postdoctoral fellows (30%), and health professional students in short-term (11%) or year-out (9%) research training. Forty percent of TL1 programs support both predoctoral and postdoctoral trainees. Trainees are diverse by academic affiliation, mostly from medicine, engineering, public health, non-health sciences, pharmacy, and nursing. Mentor training is offered by most programs, but mandatory at less than one-third of them. Most mentoring teams consist of two or more mentors. Conclusions: CTSA TL1 programs are distinct from other NIH-funded training programs in their focus on clinical and translational research, cross-disciplinary approaches, emphasis on team science, and integration of multiple trainee types. Trainees in nearly all TL1 programs were engaged in all phases of translational research (preclinical, clinical, implementation, public health), suggesting that the CTSA TL1 program is meeting the mandate of NCATS to provide training to develop the clinical and translational research workforce.
KW - CTSA
KW - Career development
KW - Clinical & translational research training
KW - Mentorship training
KW - TL1
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U2 - 10.1017/cts.2021.884
DO - 10.1017/cts.2021.884
M3 - Article
AN - SCOPUS:85122149304
SN - 2059-8661
VL - 6
JO - Journal of Clinical and Translational Science
JF - Journal of Clinical and Translational Science
IS - 1
M1 - e13
ER -