CTSA Education and Career Development Key Function Committee Update

1. CTSA Education and Career Development Key Function Committee Update REPORT TO CTSA STEERING COMMITTEE 16 March 2010 Fred Meyers, M.D., MACP Chair, Education and Career Development KFC

2. Education and Career Development Key Function Committee CHAIR: Meyers, Frederick J., UC Davis Vice-chair: Fleming, Michael , University of Wisconsin • NIH COORDINATOR(S): Desmond, Nancy, NIMH Merchant, Carol, NCRR Wilde, David, NCRR • The committee members participate through working groups and engage partner key function committees who are eager to work collaboratively. • 247 MEMBERS

3. Education and Career Development Key Function Committee Integration • SGC#2 Deliverables: • Define core competencies that all clinicians and basic scientists should learn as part of their training experience in clinical and translational science. • Identifying key career decision points, funding opportunities, and unique challenges facing physician-scientists. • Create a comprehensive catalogue of educational course work, training modules, and distance learning tools • Launch a web portal providing a consortium wide shared educational resource including course work, training modules, and distance learning tools. • Define best practices for training mentors; recognize their value in promoting careers in clinical and translational research.

4. Education and Career Development Key Function Committee Integration: Priorities • Develop an organizational structure that promotes collaboration and coordination of shared education and training goals • Define core competencies for clinical and translational research • Define the life cycle of a clinician-scientist. • Share and disseminate best practices for effective training and curriculum development and implementation. • Promote team based, collaborative, interdisciplinary training and research that enhances the recruitment and retention of diverse faculty, transforming the next generation of biomedical faculty. • Identify outcomes for trainees by defining tracking metrics and implementing evaluation tools.

5. CTSA Education: Priority Areas • Develop an organizational structure that promotes: A. coordination and innovation with the CTSA EdCD Committee among the other key component committees (e.g. translational, informatics, etc) and with the CTSA Consortium Oversight Committee.B. a national coalition with partners who share the mission of clinical translational research training programs including the ACRT, AAMC, subspecialty associations, and public-private partnerships C. an integration of parallel committee networks with defined roles - Nominations - National Meeting- Communications- Core competency development - Mentoring

6. CTSA Education: Priority Areas • Promote team based, collaborative, interdisciplinary training and research that enhances the recruitment and retention of diverse faculty, transforming the next generation of biomedical faculty. • Share and disseminate best practices for effective training and curriculum development and implementation. • Define the life cycle of a clinician-scientist. • Identify outcomes for trainees by defining tracking metrics and implementing evaluation tools.

7. Accomplishments: • Core Competency Workgroup presented their final recommendations for Master’s candidates to the SGC #2 and CTSA Executive Committee on June 9, 2009. The living document is posted on CTSAWeb.org. • Mentor Program Workgroup has collected data on mentor training programs across the consortium. The work continues with the support of two ARRA supplements to offer best practice training courses and other tools for mentors to standardize and improve mentoring practices. • The National CTSA Educational Resource Program [NCERP] has completed the administrative supplement project cataloging a list of niche course offerings across the consortium. The catalogue list is posted on the CTSAWeb.org website.

8. Accomplishments: cont’d • The National Clinical & Translational Research Education Meeting in cooperation with the ACRT and SCTR • Additional activities supporting education and collaboration • AAAS Scholar Editor Program • Specialty meetingsAAMC-APM-CTSA meeting on MD-Phd trackTeam science meeting Northwestern UniversityNIH-Industry Forum

9. University of Rochester NCERPhttp://www.rochesterctsa.org/ncerp/search/ The website lists over 100 courses (collected from CTSA sites and the NIH). The website operates like a “concierge service:” someone searches for courses and is directed to contact information to pursue the course. No course materials (other than the occasional syllabus) are available on the site. Visiting scholarship: Students at CTSAs can apply for funds and take a course remotely or in-person. Visiting professorship: Course Instructor travels to another institution to teach the course to a group of students.

10. National Clinical & Translational Research Education Scholars Meeting - April 6 – 7, 2010 Developing tomorrow’s Leaders in Clinical and Translational Research Please visit the website www.acrtraining.org for conference details, a preliminary agenda and much more

11. A diverse clinical research workforce that is making a difference. Should training be focused on Degree(s)? Experience? Perspectives? Competencies? Career Pathway(s) K-R and other hazards Is what we are doing currently working? How do we know? Retention Training Should we simply do things better or do better things? Pipeline

12. Clinical and Translational Career Pathway: Postdoctoral (GH) Support • T-32 • F-32 • VA • Non-Profits • Industry •VA •Senior Faculty •Institution •Non-Profits •K-12,08,23,L2 •Industry • VA • Senior Faculty • Institution • Non-Profits • K-24 • Industry Resident/Fellow Junior Faculty Midcareer Faculty • Support • Mentor • Clinical-Teaching duties • Promotion/Tenure • Access • Support • Mentor Roadblocks • Access • Support • Mentor • Clinical Activity

13. Outcomes • CTSA outcomes KFC is doing important work to establish national standards • ICPs are well recognized- success is broadly defined- not everyone needs to be a NIH PI to be successful; more granularity is needed • Metrics of success which incentivize new training models.

14. Return on Investment Investing in scholars: a very good return on investment

15. Return on Investment

16. Time for K-to-R conversion

17. K23 Awardees’ Eventual Application for, and Funding of NIH R01 Equivalents *, FY 1998 - 2008 * R01 Equivalents’s include R01, R23, R29, R37 mechanisms

18. K08 Awardees’ Eventual Application for, and Funding from NIH R01 Equivalents *, FY 1990 - 2008 * R01 Equivalents’s include R01, R23, R29, R37 mechanisms

19. Mentors • CTSA KFC/SGC#2 ARRA supplement (Michael Fleming, Univ. of Wisconsin) • Cross disciplinary mentoring teams are good. • Centralized training of mentors, early mentoring is important

20. RECOMMENDATIONS • MENTORING • Centralized oversight mentoring component • CTSA Mentoring Training Program • Junior Mentoring Training Program • TRAINING MECHANISMS • Early Investigator added to PPGs and other awards (without penalty) • Individual training grants will include a Loan Repayment application • INSTITUTIONAL INITIATIVES • Tenure and Promotion length for clinician-scientists • Incentives, credit, team science acknowledgement

21. Next steps • Develop and disseminate best practices using new projects from KFC membership e.g. Team science, curriculum mapping, other ARRA funded initiatives • Build on the internal network with other KFCs • Next steps with external partners