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Defining translational research: implications for training.

Publication ,  Journal Article
Rubio, DM; Schoenbaum, EE; Lee, LS; Schteingart, DE; Marantz, PR; Anderson, KE; Platt, LD; Baez, A; Esposito, K
Published in: Acad Med
March 2010

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.

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Published In

Acad Med

DOI

EISSN

1938-808X

Publication Date

March 2010

Volume

85

Issue

3

Start / End Page

470 / 475

Location

United States

Related Subject Headings

  • Translational Research, Biomedical
  • General & Internal Medicine
  • Education, Medical
  • 4203 Health services and systems
  • 3901 Curriculum and pedagogy
  • 1302 Curriculum and Pedagogy
  • 1103 Clinical Sciences
 

Citation

APA
Chicago
ICMJE
MLA
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Rubio, D. M., Schoenbaum, E. E., Lee, L. S., Schteingart, D. E., Marantz, P. R., Anderson, K. E., … Esposito, K. (2010). Defining translational research: implications for training. Acad Med, 85(3), 470–475. https://doi.org/10.1097/ACM.0b013e3181ccd618
Rubio, Doris McGartland, Ellie E. Schoenbaum, Linda S. Lee, David E. Schteingart, Paul R. Marantz, Karl E. Anderson, Lauren Dewey Platt, Adriana Baez, and Karin Esposito. “Defining translational research: implications for training.Acad Med 85, no. 3 (March 2010): 470–75. https://doi.org/10.1097/ACM.0b013e3181ccd618.
Rubio DM, Schoenbaum EE, Lee LS, Schteingart DE, Marantz PR, Anderson KE, et al. Defining translational research: implications for training. Acad Med. 2010 Mar;85(3):470–5.
Rubio, Doris McGartland, et al. “Defining translational research: implications for training.Acad Med, vol. 85, no. 3, Mar. 2010, pp. 470–75. Pubmed, doi:10.1097/ACM.0b013e3181ccd618.
Rubio DM, Schoenbaum EE, Lee LS, Schteingart DE, Marantz PR, Anderson KE, Platt LD, Baez A, Esposito K. Defining translational research: implications for training. Acad Med. 2010 Mar;85(3):470–475.

Published In

Acad Med

DOI

EISSN

1938-808X

Publication Date

March 2010

Volume

85

Issue

3

Start / End Page

470 / 475

Location

United States

Related Subject Headings

  • Translational Research, Biomedical
  • General & Internal Medicine
  • Education, Medical
  • 4203 Health services and systems
  • 3901 Curriculum and pedagogy
  • 1302 Curriculum and Pedagogy
  • 1103 Clinical Sciences