Didactics and Training

The educational curriculum of this K12 program will be competency based; scholars will master the core competencies in clinical research developed by the Education Core Competency Work Group of the National Center for Research Resources.

Scholars will enroll in the Human Investigation Program (HIP) to receive their Master of Clinical Research (MCR) degree. Scholars who already have a similar degree will work with their mentor team to develop an individualized course of study.

In addition to didactic courses in clinical research, scholars will have many training opportunities to enhance their leadership, clinical, and research skills through:        

  • Conferences (national and regional), including an annual conference for scholars in all six Emergency Medicine K12 programs
  • The OCTRI Scholars Program 
  • OECR-MTP Scholar Meetings to serve as a venue for peer mentorship and review of research products

Faculty Development

Summit of Mt. Hood reflected in alpine lake. Faculty development helps scholars achieve their full potential.

The most successful faculty researchers are those who also acquire skills in professional communications, clinical and didactic teaching skills, curriculum development, time management, networking, committee work, ethics, and the promotion process. 

Each fellow will enroll in the 3-term sequence of classes in academic leadership in the HIP program (HIP 530, 531, 532); this includes courses in leading research teams, program management, and leadership skills for academic organizations.  

In addition, each scholar will be assigned a career development mentor whose career path has been similar to that sought by the scholar. The scholar will meet with this mentor at least quarterly, with frequent e-mail and telephone contacts and additional meetings when specific issues arise. In addition, all scholars will meet monthly as a group.

Scholars will also gain practical experience in teaching– both clinical teaching and teaching of research skills – with progressive teaching responsibility over the 3 years. 

Core Competency Areas for Clinical Researchers

  • Identifying and defining important clinical and translational research questions and hypotheses.
  • Searching and critiquing the literature, identifying sources of bias, interpreting literature in a causal framework, and identifying gaps in knowledge.
  • Formulating a research hypothesis and a well-defined study design in response.
  • Implementing a research plan.
  • Assessing sources of bias and misclassification, reliability and validity.
  • Employing statistical methods in the analysis of research.
  • Utilizing best practices for the organization of biomedical and health information.
  • Assuring use of optimal methods to protect research subjects and to protect against scientific fraud and misconduct.
  • Communicating scientific findings to different groups of individuals, including scientific groups, government policy makers and the public.
  • Understanding the relevance of cultural and population diversity in clinical research.
  • Building and managing an interdisciplinary research team to match the objectives of the study.
  • Effectively managing human and financial resources to accomplish the research study.
  • Applying adult learning theory and competency-based education to educational activities.
  • Using community engagement to understand the health needs of the community and to translate research findings.

Source: The Education Core Competency Work Group of the National Center for Research Resources