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Revamping the KRESCENT Core Curriculum: The KRESCENT 2.0 Program Report.

Tarrah Wood1, Veronica Kaye1, Leanne Stalker2

  • 1Department of Biomedical Sciences, University of Prince Edward Island, Charlottetown, Prince Edward Island, Canada.

Canadian Journal of Kidney Health and Disease
|February 12, 2026
PubMed
Summary
This summary is machine-generated.

The Kidney Research Scientist Core Education and National Training Platform (KRESCENT) curriculum was updated through a two-year evaluation and redesign process. This resulted in the KRESCENT 2.0 curriculum, enhancing kidney research training for trainees.

Keywords:
Kidney Research Scientist Core Education National Training Program (KRESCENT)Patient Community Advisory Network (PCAN)and inclusion (EDI) principlescore curriculumdiversityequityresearch capacity-building

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Area of Science:

  • Nephrology Research Training
  • Health Research Education
  • Curriculum Development

Background:

  • The Kidney Research Scientist Core Education and National Training Platform (KRESCENT) curriculum, established in 2005, required updates to align with current research environments.
  • The Canadian Institutes of Health Research (CIHR) funded the KRESCENT 2.0 Health Research Training Program (HRTP) in 2021, necessitating a formal curriculum review.

Purpose of the Study:

  • To describe the formal evaluation and redesign process of the KRESCENT curriculum.
  • To establish the current KRESCENT 2.0 curriculum based on extensive review and consultation.

Main Methods:

  • Reviewed archived curriculum documents, trainee feedback, and equity, diversity, and inclusion (EDI) materials.
  • Conducted interviews and meetings with key stakeholders, including consultants, directors, patient partners, and program managers.
  • Utilized online training platforms and relevant journal articles.

Main Results:

  • The KRESCENT 2.0 curriculum was developed over three years through evaluation and redesign, supported by the Kidney Foundation of Canada (KFoC).
  • A pan-Canadian working group provided guidance, leading to consensus on curricular elements.
  • Recommendations informed the creation of an undergraduate studentship program for Black and Indigenous scholars and formalized patient partner contributions through the Patient Community Advisory Network (PCAN).

Conclusions:

  • The KRESCENT 2.0 curriculum integrates diverse training priorities, including nephrology, professional skills, cultural competency, and patient engagement.
  • This program report offers guidance for other Health Research Training Programs (HRTPs) developing or revising small-group training curricula.