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Addiction Research Training Programs: Four Case Studies and Recommendations for Evaluation.

Aimee N C Campbell1, Sudie E Back, Jamie S Ostroff

  • 1Division of Substance Use Disorders, Department of Psychiatry, Columbia University Medical Center and New York State Psychiatric Institute, New York, NY (ANCC); Department of Psychiatry and Behavioral Sciences, Medical University of South Carolina and Ralph H. Johnson VA Medical Center, Charleston, SC (SEB, KTB); Department of Psychiatry and Behavioral Sciences, Memorial Sloan Kettering Cancer Center, New York, NY (JSO); Gordon F. Derner Institute for Advanced Psychological Studies at Adelphi University and Division of Substance Use Disorders, Department of Psychiatry, Columbia University Medical Center and New York State Psychiatric Institute, New York, NY (DAH); Department of Population Health NYU School of Medicine (MNG, SB); Department of Health Behavior, Roswell Park Cancer Institute, Buffalo, NY (CES); NYU School of Medicine (KH); and Department of Psychiatry and Behavioral Sciences, Addiction Sciences Division, Medical University of South Carolina, Charleston, SC (SB).

Journal of Addiction Medicine
|June 8, 2017
PubMed
Summary
This summary is machine-generated.

Structured addiction research training programs are vital for a skilled scientific workforce. Enhancing program evaluation through conceptual models and innovative methods is recommended for better outcomes in addiction science.

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Area of Science:

  • Addiction research training
  • Scientific workforce development
  • Public health

Background:

  • Structured training programs are crucial for scientists addressing alcohol, drug, and tobacco use disorders.
  • While clinical addiction medicine training has standards, addiction researcher training requires improvement and synergy across programs.

Purpose of the Study:

  • To describe four National Institutes of Health (NIH)-sponsored addiction research training programs.
  • To highlight critical components of these programs.
  • To provide recommendations for enhancing addiction research training program evaluation.

Main Methods:

  • Review and description of four NIH-funded addiction research training programs.
  • Identification of key program elements and best practices.
  • Formulation of recommendations based on identified needs for program improvement.

Main Results:

  • Significant progress exists in clinical addiction training, but researcher training needs enhancement.
  • Opportunities for synergy across addiction research training programs are identified.
  • Specific recommendations for improved evaluation are proposed, including conceptual models, long-term data collection, mentorship evaluation, and interdisciplinary training integration.

Conclusions:

  • Enhancing addiction research training evaluation requires conceptual models, innovative data collection, and improved mentorship assessment.
  • Proactive establishment of core evaluation metrics by NIH and the field is encouraged.
  • Centralized trainee tracking, aggregate data analysis, and effective dissemination of program materials are recommended for future progress.