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Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
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Expanding pathways to clinical and translational research training with stackable microcredentials: A pilot study.

Marie K Norman1,2, Thomas R Radomski1,2, Colleen A Mayowski1,2

  • 1Institute for Clinical Research Education, University of Pittsburgh School of Medicine, Pittsburgh, PA, USA.

Journal of Clinical and Translational Science
|October 31, 2024
PubMed
Summary
This summary is machine-generated.

Flexible microcredential training significantly boosted physician-investigators' confidence in clinical and translational research skills. This just-in-time approach enhances research workforce development and supports diverse researchers.

Keywords:
Distance learningmicrocredentialsonline learningtrainingworkforce development

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Area of Science:

  • Biomedical Research
  • Clinical and Translational Science
  • Medical Education

Background:

  • The proportion of physician-investigators in biomedical research is declining, creating a need for effective training solutions.
  • Developing the physician-investigator workforce is crucial for advancing high-quality, interdisciplinary research.
  • Flexible, accessible training modalities are needed to support busy clinicians and researchers.

Purpose of the Study:

  • To describe the development of the Stackables Microcredentials in Clinical and Translational Research program.
  • To evaluate the effectiveness of the Stackables program in enhancing physician-investigators' confidence and skills.
  • To assess learner engagement and perceived effectiveness of the flexible online training.

Main Methods:

  • The Stackables program was designed with a self-paced, just-in-time online format using interactive storytelling.
  • Learners earned digital badges for module completion and certificates for "stacks" in competency areas.
  • A pilot study assessed pretest to posttest changes in confidence, engagement, and perceived effectiveness.

Main Results:

  • Statistically significant improvements in learner confidence were observed across all skill areas post-intervention.
  • Pilot participants reported high levels of engagement with the Stackables modules.
  • The training was perceived to enhance skills, knowledge, and interest in clinical and translational research.

Conclusions:

  • Stackables Microcredentials offer a valuable supplement to traditional coursework for physician-investigators.
  • The program effectively addresses discrete skill development in a flexible, accessible format.
  • This approach supports personalized learning and the development of a robust research workforce.