Goal #7:  Training and career support programs for translational scientists

The UNC Eshelman School of Pharmacy has received funding from the National Institutes of Health to launch the&nbsp;<a target="_blank" rel="noopener noreferrer" href="https://pharmacy.unc.edu/fellowship/c3-drug-delivery-predoctoral-t32-training-program/">C³ Drug Delivery Predoctoral Training Program</a>, a new cross-institutional T32 program designed to prepare the next generation of scientists to translate drug delivery innovations into real-world therapies.The program brings together UNC-Chapel Hill, North Carolina State University (NC State)&nbsp;and North Carolina Agricultural and Technical State University (N.C.&nbsp;A&amp;T), the nation's largest HBCU,&nbsp;to train PhD students to move drug delivery innovations from concept to clinic to commercialization&nbsp;(C³).&nbsp;The T32 program is part of the&nbsp;<a target="_blank" rel="noreferrer noopener" href="https://tracs.unc.edu/">NC TraCS Institute</a>&nbsp;at UNC-Chapel Hill. NC State and N.C.&nbsp;A&amp;T are longstanding NC&nbsp;TraCS&nbsp;partners helping advance the NCATS vision of delivering more treatments to all people more quickly.&nbsp;Read the <a target="_blank" rel="noopener noreferrer" href="https://tracs.unc.edu/index.php/news-articles/2462-eshelman-tracs-collaboration-launches-drug-delivery-training-program">full announcement</a>

North Carolina Translational and Clinical Sciences Institute

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University of North Carolina at Chapel Hill

A new cross-institutional T32 program designed to prepare the next generation of scientists to translate drug delivery innovations into real-world therapies launches at UNC-Chapel Hill, NC State University, and N.C. A&T.

NC TraCS and UNC Eshelman School of Pharmacy Collaboration Launches Drug Delivery Training Program

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Goal #6: Enhance training programs

Institutions around the country supported by the Clinical and Translational Science Award (CTSA) awarded by the National Institutes of Health produce an array of educational content aimed at learners across the clinical and translational science continuum. However, there lacks a standard approach in organizing this educational content.A multidisciplinary team of researchers from the Southern California Clinical and Translational Science Institute (SC CTSI) wanted to establish a method for categorizing content that could be applied across other CTSAs. To dig deeper, they applied a categorization schema to 173 educational videos , which included videos, trainings, seminars, and other content posted on the SC CTSI’s Online Educational Library (OEL). These videos appear on three video platforms: YouTube, Panopto, and Vimeo.“This manuscript represents a meaningful first step in understanding the landscape of educational content that CTSA hubs produce,” said Nicki Apaydin, Ph.D., Director ofCommunications for the SC CTSI and lead author of the manuscript. “We piloted an approach that we hope can be refined and improved upon by other hubs nationwide.”This schema was originally created by the Joint Task Force (JTF), and outlines the essential skills clinical research professionals need to be effective at their jobs. The JTF is an international group composed of investigators, educators, and clinical research professionals who collaborated on the framework.The eight competency categories within the framework include:1. Scientific concepts and research design 2. Ethical and participant safety considerations 3. Investigational products development and regulation 4. Clinical study operations (Good Clinical Practice) 5.Study and site management 6. Data management and informatics 7. Leadership and professionalism 8.Communications and teamworkThe SC CTSI researchers thought this framework was a useful starting point, but felt that the framework needed tailoring to fully suit the Institute’s educational needs and offerings. They formed a coding group to conduct a content analysis, and adapted the JTF framework accordingly.They came up with the following competencies:1. Communication, Dissemination, and Teamwork 2. Data Management and Informatics 3. Leadership and Professionalism 4. Regulatory and Quality Sciences 5. Research and Study Design&nbsp; 6.Study and Site Management 7. Ethics and Participant Safety 8. Research and Study Conduct 9. Other 10. Multiple CategoriesAfter collecting data based on the coding and competencies, researchers discovered that YouTube had the highest public reach and shorter videos gained more traction. Users tended to watch newer videos as well. The researchers stated the importance of understanding viewership, and they called for more CTSAs to display educational content on public-facing websites, which they argue would help democratize learning and access.Ultimately, the researchers from SC CTSI found that adding these categories did not meaningfully change video views over time, but this study was the first of its kind to establish and apply a method of categorization to CTSA-produced educational content. Therefore, they recommended that multiple CTSA hubs collaborate to create a more effective schema for organizing training and educational media across multiple platforms.To better serve the clinical and translational workforce, CTSA hubs are expanding their development of educational offerings even more toward Translational Science. It would be a worthwhile endeavor to consider effective and tailored ways to categorize educational content to best serve the end users. Doing so will help CTSA hubs improve the impact of their educational videos. As for future research, the group plans to potentially apply new organizational schema to better categorize videos as educational and strategic priorities shift.<a target="_blank" rel="noopener noreferrer" href="https://www.cambridge.org/core/journals/journal-of-clinical-and-translational-science/article/recategorizing-sc-ctsis-online-educational-library-using-joint-task-force-core-competencies-for-research-professionals-outlining-the-process-and-lessons-learned/AB4D3ABAF7FB06BFB87C8D592E2FA634">Click HERE</a> to read the manuscript.

Southern California Clinical and Translational Science Institute

"this manuscript represents a meaningful first step in understanding the landscape of educational content that CTSA hubs produce." - Nicki K. Apaydin, PhD

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University of Southern California

SC CTSI research team seeks to standardize the way CTSAs categorize their content.

New Research Examines Innovative Organizational Schema for Categorizing Educational Content

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Goal #3: Address health needs of populations

An opioid overdose is an incredibly dangerous moment – and not only in the initial moments of the overdose. Even when someone survives an overdose, they face a high risk of suffering from another overdose in the coming days, weeks, and months.Micha Belden and Chris Shea with the Implementation Science Methods Unit at NC TraCS are currently leading a study on post-overdose response teams, or PORTs, in North Carolina. They want to help local officials, first responders, law enforcement, and other stakeholders create and run post-overdose response teams that fit their community’s needs and prevent overdose deaths.Read the <a target="_blank" rel="noopener noreferrer" href="https://tracs.unc.edu/index.php/news-articles/2458-learning-how-local-teams-can-cooperate-to-stop-overdoses">full story</a>

TraCS Research Support; photos of Micha Belden and Christopher Shea

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NC TraCS researchers are helping local officials and healthcare providers in North Carolina understand how rapid-response teams can prevent overdose deaths.

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NC TraCS and UNC Eshelman School of Pharmacy Collaboration Launches Drug Delivery Training Program

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