An evaluation plan to assess the process and outcomes of a learner-centered training program for clinical research
An evaluation plan to assess the process and outcomes of a learner-centered training program for clinical research
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DOI：
10.1080/014215902201252
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发表时间：
2002-03-01
期刊：
影响因子：
4.7
通讯作者：
Bakken, LL
中科院分区：
文献类型：
--
作者：
Bakken, LL
1994年，国家研究资源中心临床研究职业发展委员会报告称，研究方法培训不足、指导不足和培训时机不当是临床研究人员发展的主要障碍。美国国立卫生研究院通过临床研究课程奖(K30)计划支持57家机构，以回应对额外培训计划的需求。评估这些方案成功与否的能力取决于其评估编织的性质和范围。临床研究培训计划的评估方案应包括评估计划在形成和结束阶段实施的过程和结果的方法。本文描述了威斯康星大学麦迪逊分校的临床研究人员预备计划和评估计划，该计划基于成人和专业教育的理论框架，将过程和结果评估结合在一起。
In 1994, the National Center for Research Resources' Committee on Addressing Career Paths for Clinical Research reported that insufficient training in research methods, inadequate mentoring, and inappropriate timing of training presented major barriers to the development of clinical researchers. The National Institutes of Health responded to the need for additional training programs by supporting 5 7 institutions through the Clinical Research Curriculum Award (K30) Program. The ability to assess the success of these programs depend, on the nature and extent of their evaluation plaits. Evaluation plaits for clinical research training programs should include means of assessing both process and outcomes of a program's implementation in its formative and summative stages. This article describes the University of Wisconsin-Madison's Clinical Investigator Preparatory: Program and an evaluation plan that incorporates process and outcome assessments based on a theoretical framework of adult and professional education.