HERSHEY, Pa. — Six Penn State students are better prepared for careers in clinical research thanks to a summer internship program at <a href="https://med.psu.edu/" target="_blank" rel="noopener noreferrer">Penn State College of Medicine</a>. For 11 weeks, the interns took active roles in existing research projects, immersed themselves in the conduct of research and learned more about careers in clinical research…&nbsp;Read the full article&nbsp;<a href="https://www.psu.edu/news/academics/story/college-medicine-hosts-first-group-clinical-research-interns/" target="_blank" rel="noopener noreferrer">here</a>.

Penn State Clinical and Translational Science Institute

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Pennsylvania State University

College of Medicine Hosts First Group of Clinical Research Interns

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HERSHEY, Pa. — Non-Hispanic and Hispanic Black bisexual women who live in rural areas have the highest prevalence of experiencing suicidal thoughts and behaviors, according to a study led by researchers at Penn State. The researchers said this “first-of-its-kind study,” published in <a href="https://jamanetwork.com/journals/jamapsychiatry/article-abstract/2806893?resultClick=1" target="_blank" rel="noopener noreferrer">JAMA Psychiatry</a>, revealed how various demographic factors intersect to affect a person’s risk of having suicidal thoughts and behaviors…&nbsp;Read the full article <a href="https://www.psu.edu/news/research/story/black-bisexual-women-rural-areas-are-highest-risk-suicidal-behaviors/?utm_audience=Students&amp;utm_source=newswire&amp;utm_medium=email&amp;utm_campaign=Penn%20State%20Today&amp;utm_content=09-26-2023-22-12&amp;utm_term=Research%20-%202" target="_blank" rel="noopener noreferrer">here</a>.&nbsp;

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Black Bisexual Women in Rural Areas are at Highest Risk for Suicidal Behaviors

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NCATS defines translational science as the field that generates scientific and operational innovations that overcome the long-standing barriers along the translational research pipeline.1&nbsp;Approaches championed through our extramural awards and used in our internal labs reflect our focus on improving the translational process, to lead to more treatments for all people more quickly.Leaders in translational science education and training (E&amp;T) have long advocated that in addition to developing expertise in core biomedical research skills, trainees also need to develop competencies that enable them to contribute to accelerating progress from biomedical research to health solutions.&nbsp;2,3,4&nbsp;The NCATS Education Branch set out to learn the extent to which this second focus is present in current translational science E&amp;T opportunities and related recommendations, via a systematic scoping reviewb of the peer reviewed literature, recently published in&nbsp;<a href="https://ascpt.onlinelibrary.wiley.com/doi/full/10.1111/cts.13570" target="_blank" rel="noopener noreferrer">Clinical and Translational Science</a>.&nbsp;&nbsp;The results convey the leadership role that the CTSA community is taking to advance E&amp;T in this area.&nbsp; Over three-quarters (n=34, 77%) of included articles had one or more authors affiliated with a CTSA supported institution. The review elucidates strengths as well as opportunities for future growth and enhancement for translational science E&amp;T opportunities that focus on accelerating translational progress.&nbsp;The scoping review included publications from 2005 – the year that NIH began soliciting applications for the CTSA Program – through 2021. &nbsp;Fourty-four articles were included.&nbsp; Of these, 29 described a translational science E&amp;T opportunity or its evaluation, and another 15 offered recommendations for translational science E&amp;T.&nbsp; All had a focus on E&amp;T content that equips learners with competencies needed to accelerate progress along the translational pipeline. The review extracted detailed data across these articles. Here, we highlight selected findings.&nbsp; We encourage you to review the full article for more detailed information. &nbsp;Content being Conveyed. To systematically identify content areas that were described or recommended, we applied the lens of the&nbsp;<a href="https://ncats.nih.gov/training-education/translational-science-principles" target="_blank" rel="noopener noreferrer">NCATS Translational Science Principles</a>.&nbsp;These Principles summarize scientific and operational approaches that help to accelerate progress along the translational pipeline.a&nbsp;Figure 1, below, shows the relative representation of each Principle in the descriptive articles and recommendations articles, respectively.&nbsp;&nbsp;Principles that are highly prevalent in both subsets of articles point to topics that are strengths in the current translational science E&amp;T landscape.&nbsp; Topping this category are, (1) utilizing boundary-crossing partnerships and (2) leveraging cross-disciplinary team science. &nbsp;Meanwhile, principles that are more prevalent in recommendations articles may be ripe for immediate further development in E&amp;T offerings. These include, (1) enhancing efficiency and speed, (2) emphasizing novelty and innovation, and (3) producing cross-cutting solutions.&nbsp;Figure 1.&nbsp; NCATS Translational Science Principles in Descriptive vs. Recommendations Articles<figure class="image image-style-align-center"><img src="https://uploads.ccos-cc.ctsa.io/A_Vogel_Fig_1_8aa03f2ae2.png"></figure>&nbsp;Teaching Modalities and Participants. Figures 2 and 3, shown below, depict that among publications describing E&amp;T opportunities, the most reported teaching modalities were experiential learning and courses, while the most reported participants were graduate students and postdoctoral fellows. These reflect traditional modalities and participants.&nbsp; Meanwhile, recommendations articles emphasized the value of translational science E&amp;T across training and career stages and the use of varied modalities to reach diverse audiences and expand access.&nbsp;Figure 2.&nbsp; Teaching Modalities Reported in Articles Describing Translational Science E&amp;T Opportunities*<figure class="image image-style-align-center"><img src="https://uploads.ccos-cc.ctsa.io/A_Vogel_Fig_2_403d6d1a89.PNG"></figure>&nbsp;&nbsp;*Does not sum to 29 because an E&amp;T opportunity could leverage multiple modalities&nbsp;Figure 3.&nbsp;Participants Reported in Articles Describing Translational Science E&amp;T Opportunities<figure class="image image-style-align-center"><img src="https://uploads.ccos-cc.ctsa.io/A_Vogel_Fig_3_656bb3d9a2.PNG"></figure>&nbsp;*Does not sum to 29 because an E&amp;T opportunity could serve multiple types of participants&nbsp;&nbsp;Future Directions. Overall, the scoping review brings to light the leading role the CTSA community plays in advancing translational science E&amp;T that aligns with NCATS’ focus on accelerating translational progress. &nbsp;It provides references for E&amp;T opportunities that reflect core areas of strength in terms of E&amp;T content, as well as those that provide E&amp;T in less-represented content areas that are nonetheless aligned with approaches NCATS sees as essential to overcome translational challenges.&nbsp; In addition, the review identifies exemplars of opportunities that leverage a range of teaching modalities and engage varied audiences, toward helping to expand and diversify access to translational science E&amp;T. &nbsp;These exemplars are provided in the context of a set of articles that reflect state-of-the-art recommendations for advancing translational science E&amp;T nationally.&nbsp;For more information about the NCATS Education Branch, our vision, and activities, please attend our panel presentation at the Fall 2023 CTSA meeting, on Tuesday November 7th.&nbsp; In addition, please see a recent&nbsp;<a href="https://pubmed.ncbi.nlm.nih.gov/36045637/" target="_blank" rel="noopener noreferrer">commentary</a> coauthored by members of the Branch and current and former NCATS Directors, Dr. Joni Rutter and Dr. Christopher Austin, and our <a href="https://ncats.nih.gov/training-education" target="_blank" rel="noopener noreferrer">branch webpage</a>.&nbsp;&nbsp;&nbsp;1.&nbsp;Vogel AL, Haynes BM, Hussain SF, et al. Areas of strength and opportunities for growth in translational science education and training: Results of a scoping review from the NCATS Education Branch. Clin Transl Sci. Sep 2023;16(9):1526-1546. doi:10.1111/cts.135702.&nbsp;CTSA ECCWG. Core Competencies for Clinical and Translational Research. Accessed September 20, 2023. <a href="https://clic-ctsa.org/education/competencies" target="_blank" rel="noopener noreferrer">https://clic-ctsa.org/education/competencies</a>3.&nbsp;Gilliland CT, White J, Gee B, et al. The Fundamental Characteristics of a Translational Scientist. ACS Pharmacol Transl Sci. Jun 14 2019;2(3):213-216. doi:10.1021/acsptsci.9b000224.&nbsp;Faupel-Badger JM, Vogel AL, Austin CP, Rutter JL. Advancing translational science education. Clin Transl Sci. Nov 2022;15(11):2555-2566. doi:10.1111/cts.13390<hr>[a] Given the Principles are a living product, they have been refined and updated since this review was conducted, with the most current version reflected on the NCATS website.&nbsp;Since this literature review was conducted, we have added an eighth translational science principle focused on advancing DEIA in translational research. Four of the articles included in the review had a focus on incorporating translational science content into E&amp;T opportunities with a focus on minority health/health disparities.&nbsp;[b] A scoping review is a systematic and iterative approach that identifies and synthesizes a body of literature in an existing or emerging area.&nbsp; It is increasingly used to inform decision-making and research. For more information, please see: Peters, et al. Updated methodological guidance for the conduct of scoping reviews. JBI Evid Synth. 2020;18(10):2119-2126. doi:10.11124/JBIES-20-00167&nbsp;

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Literature Review Shines a Light on CTSA Leadership in Translational Science Education and Training

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College of Medicine Hosts First Group of Clinical Research Interns