ArticleClinical and translational science2015
Assessing Competencies in a Master of Science in Clinical Research Program: The Comprehensive Competency Review.
Article in Clinical and translational science, 2015. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 12 papers, 1 of them a synthesis that pooled it.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
12 citing papers in PubMed, 1 synthesis or guideline pooled it.
- Assessments of Research Competencies for Clinical Investigators: A Systematic Review.Evaluation & the health professions · 2021Pooled it
- A mixed method study investigating the key translational competencies acquired during a challenge-based course.BMC medical education · 2024Article
- Curriculum, competency development, and assessment methods of MSc and PhD pharmacy programs: a scoping review.BMC medical education · 2024Article
- Evaluation and lessons learned from the dissemination and implementation science scholars program in the national cancer prevention and control research network.Journal of clinical and translational science · 2024Article
- The competency index for clinical research professionals: a potential tool for competency-based clinical research academic program evaluation.Frontiers in medicine · 2024Article
- Self-assessed Competencies of Clinical Research Professionals and Recommendations for Further Education and Training.Therapeutic innovation & regulatory science · 2022Article
- The Research Objective Structured Clinical Exam (R-OSCE): An Innovative Tool to Assess Clinical and Translational Research Competencies.MedEdPublish (2016) · 2021Article
- Translating the learning sciences into practice: A primer for clinical and translational educators.Journal of clinical and translational science · 2021Review
- Guidelines for Evaluating Clinical Research Training using Competency Assessments.MedEdPublish (2016) · 2019Article
- Developing a core competency model for translational medicine curriculum.Korean journal of medical education · 2018Article
- Assessing an assessment: The review and redesign of a competency-based mid-degree evaluation.Journal of clinical and translational science · 2018Article
- Pedagogical Scholarship in Public Health: A Call for Cultivating Learning Communities to Support Evidence-Based Education.Public health reports (Washington, D.C. : 1974)Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
5 authors.
Funding
Abstract
Competencies in Master of Science Clinical Research programs are becoming increasingly common. However, students and programs can only benefit fully from competency-based education if students' competence is formally assessed. Prior to a summative assessment, students must have at least one formative, formal assessment to be sure they are developing competence appropriate for their stage of training. This paper describes the comprehensive competency review (CCR), a milestone for MS students in Clinical Research at the University of Pittsburgh's Institute for Clinical Research Education. The CCR involves metacognitive reflection of the student's learning as a whole, written evidence of each competency, a narrative explaining the choice of evidence for demonstrating competencies, and a meeting in which two faculty members review the evidence and solicit further oral evidence of competence. CCRs allow for individualized feedback at the midpoint in degree programs, providing students with confidence that they will have the means and strategies to develop competence in all areas by the summative assessment of competence at their thesis defense. CCRs have also provided programmatic insight on the need for curricular revisions and additions. These benefits outweigh the time cost on the part of students and faculty in the CCR process.
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What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.