Defining translational research

Implications for training

Doris McGartland Rubio, Ellie E. Schoenbaum, Linda S. Lee, David E. Schteingart, Paul R. Marantz, Karl Anderson, Lauren Dewey Platt, Adriana Baez, Karin Esposito

Research output: Contribution to journalArticle

243 Citations (Scopus)

Abstract

Because translational research is not clearly defined, developers of translational research programs are struggling to articulate specific program objectives, delineate the knowledge and skills (competencies) that trainees are expected to develop, create an appropriate curriculum, and track outcomes to assess whether program objectives and competency requirements are being met. Members of the Evaluation Committee of the Association for Clinical Research Training (ACRT) reviewed current definitions of translational research and proposed an operational definition to use in the educational framework. In this article, the authors posit that translational research fosters the multidirectional and multidisciplinary integration of basic research, patient-oriented research, and population-based research, with the long-term aim of improving the health of the public. The authors argue that the approach to designing and evaluating the success of translational training programs must therefore be flexible enough to accommodate the needs of individual institutions and individual trainees within the institutions but that it must also be rigorous enough to document that the program is meeting its short-, intermediate-, and long-term objectives and that its trainees are meeting preestablished competency requirements. A logic model is proposed for the evaluation of translational research programs.

Original languageEnglish (US)
Pages (from-to)470-475
Number of pages6
JournalAcademic Medicine
Volume85
Issue number3
DOIs
StatePublished - Mar 2010

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Translational Medical Research
Research
trainee
Committee Membership
Curriculum
Public Health
basic research
Education
evaluation
training program
Population
curriculum
health

ASJC Scopus subject areas

  • Medicine(all)
  • Education

Cite this

Rubio, D. M., Schoenbaum, E. E., Lee, L. S., Schteingart, D. E., Marantz, P. R., Anderson, K., ... Esposito, K. (2010). Defining translational research: Implications for training. Academic Medicine, 85(3), 470-475. https://doi.org/10.1097/ACM.0b013e3181ccd618

Defining translational research : Implications for training. / Rubio, Doris McGartland; Schoenbaum, Ellie E.; Lee, Linda S.; Schteingart, David E.; Marantz, Paul R.; Anderson, Karl; Platt, Lauren Dewey; Baez, Adriana; Esposito, Karin.

In: Academic Medicine, Vol. 85, No. 3, 03.2010, p. 470-475.

Research output: Contribution to journalArticle

Rubio, DM, Schoenbaum, EE, Lee, LS, Schteingart, DE, Marantz, PR, Anderson, K, Platt, LD, Baez, A & Esposito, K 2010, 'Defining translational research: Implications for training', Academic Medicine, vol. 85, no. 3, pp. 470-475. https://doi.org/10.1097/ACM.0b013e3181ccd618
Rubio DM, Schoenbaum EE, Lee LS, Schteingart DE, Marantz PR, Anderson K et al. Defining translational research: Implications for training. Academic Medicine. 2010 Mar;85(3):470-475. https://doi.org/10.1097/ACM.0b013e3181ccd618
Rubio, Doris McGartland ; Schoenbaum, Ellie E. ; Lee, Linda S. ; Schteingart, David E. ; Marantz, Paul R. ; Anderson, Karl ; Platt, Lauren Dewey ; Baez, Adriana ; Esposito, Karin. / Defining translational research : Implications for training. In: Academic Medicine. 2010 ; Vol. 85, No. 3. pp. 470-475.
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