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Updated: May 12, 2026

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

Developing a competency-based educational structure within clinical and translational science.

Terri Collin Dilmore¹, Debra W Moore, Zuleikha Bjork

¹Division of General Internal Medicine, Department of Medicine, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA.

Clinical and Translational Science

|April 23, 2013

Summary

Establishing competence standards is crucial for clinical and translational science (CTS) physician-scientists. This paper outlines a systematic process for developing a competency-based educational framework in a CTS graduate program.

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Last Updated: May 12, 2026

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience

Published on: November 15, 2024

Area of Science:

Clinical and Translational Science (CTS)
Medical Education
Physician-Scientist Training

Background:

Clinical and translational science (CTS) integrates basic and clinical research to advance patient care.
Defining competencies is essential for physician-scientist training and professional development in CTS.
The interdisciplinary nature of CTS research necessitates clear articulation of physician-scientist roles and skills.

Purpose of the Study:

To describe a systematic process for developing a competency-based educational framework.
To address the need for defined standards in physician-scientist education within CTS graduate programs.

Main Methods:

A systematic process was employed to develop an educational framework.
Focus on defining and articulating unique roles and competencies.
Implementation within a specific CTS graduate program at an institution.

Main Results:

Development of a structured, competency-based educational framework.
Clearer definition of physician-scientist competencies within the CTS program.

Conclusions:

A systematic approach can successfully establish a competency-based framework for CTS graduate programs.
Such frameworks are vital for preparing competent physician-scientists and advancing the field of CTS.