ArticleBMC medical education2024
A mixed method study investigating the key translational competencies acquired during a challenge-based course.
Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Authors and funding
4 authors.
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Abstract
backgroundThe translational domain is a complex subfield of the biomedical life sciences focused on bridging the gap between scientific research and clinical application, with the ultimate goal of improving patient care through healthcare innovations. Professionals in this field, ranging from researchers to clinicians and industry experts, require specific core competencies. These include communication, collaboration, boundary crossing, innovation, and the ability to integrate diverse scientific domains.
methodsWe investigated the translational competencies acquired most by life science students who participated in a six-month challenge-based course at a Dutch graduate school. Seventeen students were part of the 2021 cohort, supervised by five biomedical experts serving as their clients. Quantitative and qualitative student survey data (n = 10), and semi-structured expert interview data (n = 4) were collected after completion of the course in 2021. Two existing translational competency frameworks were used to categorize and rank the acquired competencies, highlighting those most developed and relevant during the translational challenge-based course.
resultsCommunication was the most listed competency category by both students and experts, and a new competency category was identified named Self-Development Tools, which included competencies related to decision-making, reflection, feedback, and creative thinking. Student data also showed that the course influenced their choice in pursuing a translational career path.
conclusionsThis study provides insight into key translational competencies acquired by students during a six-month challenge-based course and insight into competencies that may be part of their continued education after graduation from both student and expert perspectives. These findings are relevant for both educators and prospective employers in the translational domain as they apply a novel ranking to the existing literature on translational competencies and elaborate on how to prepare life sciences graduates towards a translational career.
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