A mixed method study investigating the key translational competencies acquired during a challenge-based course.

Area of Science:

• Biomedical life sciences
• Translational science
• Healthcare innovation

Background:

• The translational domain bridges scientific research and clinical application for patient care.
• Professionals require core competencies like communication, collaboration, and innovation.
• Integrating diverse scientific domains is crucial for translational success.

Purpose of the Study:

• To investigate translational competencies acquired by life science students in a challenge-based course.
• To identify the most developed and relevant competencies during the course.
• To inform educators and employers about preparing graduates for translational careers.

Main Methods:

• A six-month challenge-based course involving 17 graduate students and 5 biomedical experts.
• Collected quantitative and qualitative data via student surveys (n=10) and expert interviews (n=4).
• Utilized existing translational competency frameworks to categorize and rank acquired skills.

Main Results:

• Communication emerged as the most frequently identified competency by both students and experts.
• A new category, Self-Development Tools, encompassing decision-making, reflection, feedback, and creative thinking, was identified.
• The course significantly influenced students' decisions to pursue translational careers.

Conclusions:

• The study highlights essential translational competencies gained through experiential learning.
• Identified competencies are relevant for ongoing education and professional development in the translational domain.
• Findings offer a novel ranking of translational competencies, aiding curriculum development and career preparation for life sciences graduates.