Evidence map›Paper›PMID 28589027›Full record

ArticleBMJ global health2017

Developing a globally applicable evidence-informed competency framework to support capacity strengthening in clinical research.

Amélie Julé, Tamzin Furtado, Liam Boggs, Francois van Loggerenberg, Victoria Ewing, Manhaz Vahedi, Pascal Launois, Trudie Lang

Erratum issuedAbstract read
In one paragraph

Article in BMJ global health, 2017. The graph could read no effect estimate from its abstract, so it casts no vote on the map. An erratum has been issued. Cited by 17 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
17citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from 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.

2 · The registry

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.

3 · Its place in the literature

Who cites it

17 citing papers in PubMed, 1 synthesis or guideline pooled it.

  1. Pooled it
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  6. The development, validity, and reliability of the Researcher Investment Tool.Journal of clinical and translational science · 2025
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4 · The record

Corrections and comments

5 · Who and what money

Authors and funding

8 authors.

Amélie JuléThe Global Health Network, Centre for Tropical Medicine and Global Health, University of Oxford, Oxford, UK.
Tamzin FurtadoThe Global Health Network, Centre for Tropical Medicine and Global Health, University of Oxford, Oxford, UK.ORCID 0000-0002-3033-324X
Liam BoggsThe Global Health Network, Centre for Tropical Medicine and Global Health, University of Oxford, Oxford, UK.
Francois van LoggerenbergThe Global Health Network, Centre for Tropical Medicine and Global Health, University of Oxford, Oxford, UK.
Victoria EwingThe Global Health Network, Centre for Tropical Medicine and Global Health, University of Oxford, Oxford, UK.
Manhaz VahediSpecial Programme for Research and Training in Tropical Diseases (TDR), Research capacity Strengthening and Knowledge Management (RCS-KM), World Health Organization, Geneva, Switzerland.
Pascal LaunoisSpecial Programme for Research and Training in Tropical Diseases (TDR), Research capacity Strengthening and Knowledge Management (RCS-KM), World Health Organization, Geneva, Switzerland.
Trudie LangThe Global Health Network, Centre for Tropical Medicine and Global Health, University of Oxford, Oxford, UK.

Funding

World Health Organization 001
6 · The paper itself

Abstract

Capacity development for clinical research is held back by a lack of recognition for the skills acquired through involvement in clinical trials and in other varied types of global health research studies. Although some competency frameworks and associated recognised career pathways exist for different clinical research roles, they mostly apply to a single role or study setting. Our experience supports the need for an integrated approach, looking at the many roles in parallel and at all types of clinical research beyond trials. Here, we propose a single, flexible framework which is applicable to the full global health research team, and can be used for recognising staff by highlighting acquired skills and possible progression between various roles. It can also illuminate where capacity needs strengthening and contribute to raising research engagement. Through systematic analysis of existing competency frameworks and current job descriptions covering 11 distinct, broad clinical research roles, we identified and defined 50 key competencies required by the team as a whole and throughout the study life cycle. The competencies are relevant and adaptable to studies that differ in design, geographical location or disease, and fall in five main areas-(1) Ethics, Quality and Risk Management; (2) Study and Site Management; (3) Research Operations; (4) Scientific Thinking; and (5) Professional Skills. A pilot framework and implementation tools are now available online and in paper format. They have the potential to be a new mechanism for enabling research skills development and career progression for all staff engaged in clinical research globally.

Identifiers

PMID28589027
PMCPMC5435268

What OpenQuestion holds

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LicenceCC BY-NC
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Registered trials

None linked

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.