Detection and characterization of translational research in cancer and cardiovascular medicine

Background Scientists and experts in science policy have become increasingly interested in strengthening translational research. Efforts to understand the nature of translational research and monitor policy interventions face an obstacle: how can translational research be defined in order to facilitate analysis of it? We describe methods of scientometric analysis that can do this. Methods We downloaded bibliographic and citation data from all articles published in 2009 in the 75 leading journals in cancer and in cardiovascular medicine (roughly 15,000 articles for each field). We calculated citation relationships between journals and between articles and we extracted the most prevalent natural language concepts. Results Network analysis and mapping revealed polarization between basic and clinical research, but with translational links between these poles. The structure of the translational research in cancer and cardiac medicine is, however, quite different. In the cancer literature the translational interface is composed of different techniques (e.g., gene expression analysis) that are used across the various subspecialties (e.g., specific tumor types) within cancer research and medicine. In the cardiac literature, the clinical problems are more disparate (i.e., from congenital anomalies to coronary artery disease); although no distinctive translational interface links these fields, translational research does occur in certain subdomains, especially in research on atherosclerosis and hypertension. Conclusions These techniques can be used to monitor the continuing evolution of translational research in medicine and the impact of interventions designed to enhance it.Robert Wood Johnson Foundation (RWJF Investigator Award in Health Policy Research)Fonds québécois de la recherche sur la société et la culture (FQRSC SE-124896)Canadian Institutes of Health Research (MOP-93553)National Science Foundation (U.S.) (SBE-0965259

What is the role of culture, diversity, and community engagement in transdisciplinary translational science?

Concepts of culture and diversity are necessary considerations in the scientific application of theory generation and developmental processes of preventive interventions; yet, culture and/or diversity are often overlooked until later stages (e.g., adaptation [T3] and dissemination [T4]) of the translational science process. Here, we present a conceptual framework focused on the seamless incorporation of culture and diversity throughout the various stages of the translational science process (T1-T5). Informed by a community-engaged research approach, this framework guides integration of cultural and diversity considerations at each phase with emphasis on the importance and value of "citizen scientists" being research partners to promote ecological validity. The integrated partnership covers the first phase of intervention development through final phases that ultimately facilitate more global, universal translation of changes in attitudes, norms, and systems. Our comprehensive model for incorporating culture and diversity into translational research provides a basis for further discussion and translational science development

Aligning Evidence-Based Practice With Translational Research: Opportunities for Clinical Practice Research

Magnet(R) and other organizations investing resources in evidence-based practice (EBP) are ideal laboratories for translational nursing research. Translational research, the study of implementation of evidence into practice, provides a unique opportunity to leverage local EBP work for maximum impact. Aligning EBP projects with rigorous translational research can efficiently meet both EBP and research requirements for Magnet designation or redesignation, inform clinical practice, and place organizations at the leading edge of practice-based knowledge development for the nursing discipline

Building a comprehensive mentoring academy for schools of health.

Formal mentoring programs are increasingly recognized as critical for faculty career development. We describe a mentoring academy (MA) developed for faculty across tracks (i.e., researchers, clinicians, educators) within a "school of health" encompassing schools of medicine and nursing. The program is anchored dually in a clinical and translational science center and a school of health. The structure includes the involvement of departmental and center mentoring directors to achieve widespread uptake and oversight. A fundamental resource provided by the MA includes providing workshops to enhance mentoring skills. Initiatives for junior faculty emphasize establishing and maintaining strong mentoring relationships and implementing individual development plans (IDPs) for career planning. We present self-report data on competency improvement from mentor workshops and data on resources and barriers identified by junior faculty (n = 222) in their IDPs. Mentors reported statistically significantly improved mentoring competency after workshop participation. Junior faculty most frequently identified mentors (61%) and collaborators (23%) as resources for goal attainment. Top barriers included insufficient time and time-management issues (57%), funding limitations (18%), work-life balance issues (18%), including inadequate time for self-care and career development activities. Our MA can serve as a model and roadmap for providing resources to faculty across traditional tracks within medical schools

The New Role of Academia in Drug Development

Recommends ways for government, nonprofits, and academic institutions to work with the private sector to develop drugs and bring them to market more efficiently, including establishing models for intellectual property and technology transfer processes

Translational research as an integral part of work–based learning

Shelagh Keogh, Northumbria University, UK This paper explores the concept of translational research as an appropriate strategy for work based learning. Translational research as the name suggests it is about the translation of research findings into practice. Practice and practice development are integral to the learning in the work place and translational research is therefore an excellent mechanism for work based learning. Medicine is its main exponent but it is becoming increasingly commoner in other areas. Traditionally translational research refers to the translating of laboratory based findings to clinical practice as such is a highly prescriptive and regulated approach. More recently, Public Health has explored ways of translating findings of epidemiological studies into clinical practice and education has also explored strategies which can be used in the translation of research into both curriculum design and classroom practice. Although clearly it is applicable to a range of practices and disciplines There are two main issues which need to be considered in translational research, the nature of knowledge and the roles involved in the translation of research findings into practice: The knowledge valued in different disciplinary areas can differ for example in medicine and the health professions application of research is highly regulated and controlled, novel and innovative ideas go through a rigorous testing process. Whereas in many business settings and in the creative industries novel and innovative ideas are the starting point. Having determined the knowledge which is valued the tensions which are inherent in the work place need to be explored. Traditional ways of doing things can be challenged and this can draw on skills The roles played are important and central to the translation. In work based learning much will depend on the programme and the stage involved, for instance in doctoral programme the students may take the lead whereas in undergraduate programmes the student will be part of a highly supervised and supported team It is an approach which if planned and correctly executed develops practice and it can be a very powerful tool for learning to demonstrate this the paper will conclude with a case study of a translational research project. Involved the translation of research study into practice in a care environment. The stages involved will be discussed and outlined in some detail. The benefits and drawbacks of the approach, as a learning tool will also be outlined and considere

Role and Discipline Relationships in a Transdisciplinary Biomedical Team: Structuration, Values Override and Context Scaffolding

Though accepted that "team science" is needed to tackle and conquer the health problems that are plaguing our society significant empirical evidence of team mechanisms and functional dynamics is still lacking in abundance. Through grounded methods the relationship between scientific disciplines and team roles was observed in a United States National Institutes of Health-funded (NIH) research consortium. Interviews and the Organizational Culture Assessment Instrument (OCAI) were employed.. Findings show strong role and discipline idiosyncrasies that when viewed separately provide different insights into team functioning and change receptivity. When considered simultaneously, value-latent characteristics emerged showing self-perceived contributions to the team. This micro/meso analysis suggests that individual participation in team level interactions can inform the structuration of roles and disciplines in an attempt to tackle macro level problems.Comment: Presented at COINs13 Conference, Chile, 2013 (arxiv:1308.1028

Mentoring the Mentors: Implementation and Evaluation of Four Fogarty-Sponsored Mentoring Training Workshops in Low-and Middle-Income Countries.

A growing body of evidence highlights the importance of competent mentoring in academic research. We describe the development, implementation, and evaluation of four regional 2-day intensive workshops to train mid- and senior-level investigators conducting public health, clinical, and basic science research across multiple academic institutions in low- and middle-income countries (LMICs) on tools and techniques of effective mentoring. Sponsored by the Fogarty International Center, workshops included didactic presentations, interactive discussions, and small-group problem-based learning and were conducted in Lima, Peru; Mombasa, Kenya; Bangalore, India; and Johannesburg, South Africa, from 2013 to 2016. Mid- or senior-level faculty from multiple academic institutions within each region applied and were selected. Thirty faculty from 12 South America-based institutions, 29 faculty from eight East Africa-based institutions, 37 faculty from 14 South Asia-based institutions, and 36 faculty from 13 Africa-based institutions participated, with diverse representation across disciplines, gender, and academic rank. Discussions and evaluations revealed important comparisons and contrasts in the practice of mentoring, and specific barriers and facilitators to mentoring within each cultural and regional context. Specific regional issues related to hierarchy, the post-colonial legacy, and diversity arose as challenges to mentoring in different parts of the world. Common barriers included a lack of a culture of mentoring, time constraints, lack of formal training, and a lack of recognition for mentoring. These workshops provided valuable training, were among the first of their kind, were well-attended, rated highly, and provided concepts and a structure for the development and strengthening of formal mentoring programs across LMIC institutions

Vaccine innovation, translational research and the management of knowledge accumulation

What does it take to translate research into socially beneficial technologies like vaccines? Current policy that focuses on expanding research or strengthening incentives overlooks how the supply and demand of innovation is mediated by problem-solving processes that generate knowledge which is often fragmented and only locally valid. This paper details some of the conditions that allow fragmented, local knowledge to accumulate through a series of structured steps from the artificial simplicity of the laboratory to the complexity of real world application. Poliomyelitis is used as an illustrative case to highlight the importance of experimental animal models and the extent of co-ordination that can be required if they are missing. Implications for the governance and management of current attempts to produce vaccines for HIV, TB and Malaria are discussed. Article Outlin