Journal of Clinical and Translational Science

ImportanceDespite the importance of clinician-scientists in propelling biomedical advances, the proportion of physicians engaged in both hypothesis-driven research and clinical care continues to decline. Recently, multiple institutions have developed programs that promote MD-only physicians pursuing careers in science, but few reports on the impact of these are available. ObjectiveTo assess if a cohort-based training program for MD-only physician-scientists that includes didactic and experiential curricula favorably informs participants scientific development. DesignThe Chan Zuckerberg Biohub (CZB) Physician-Scientist Fellowship Program (PSFP) conducted a study from July 2020 to August 2023. Participants24 inaugural program participants at UCSF and Stanford University (median postgraduate year at program start, 5.5; 17 clinical specialties represented; 10 [42%] identified as female; 7 [29%] identified as underrepresented in medicine). ExposuresThe CZB PSFP is a selective two-year career development program for MD-only physicians. Participants attended a two-week immersive training at the program outset, and subsequently, weekly curricular and scientific meetings throughout the program while conducting research. Main Outcomes and MeasuresPrimary outcome measurements included pre-, 1-month, and 12-month assessments of confidence in research skills, career skills, and self-identification as scientists. Program satisfaction and feedback related to program curriculum and community were collected at 1 month, 6 months, and 12 months. ResultsAfter 12 months, 100% (N=16) reported satisfaction with the program and participants demonstrated increased confidence in research skills [median (IQR), 4.0 (2.5-5.0) pre-bootcamp to 5.5 (4.0-6.0) 12-mo], career skills significantly increased [median (IQR), 4.0 (4.0-5.0) pre-bootcamp to 5.5 (5.0-6.0) 12-mo], perceptions of belonging significantly increased [median (IQR), 4.0 (2.5-5.4) pre-bootcamp to 5.5 (5.1-7.0) 12-mo], and scientific identity significantly increased [median (IQR), 5.0 (4.0-5.5) pre-bootcamp to 6.0 (5.5-7.0) 12-mo]. Conclusion and RelevanceParticipants demonstrated significant gains in confidence in core research and career skills as well as personal identification as scientists, demonstrating the efficacy of a longitudinal curriculum, peer support, and community building in fostering development as an investigator. The highly portable nature of this strategy may facilitate ready adoption and implementation at other institutions.

BackgroundClinical faculty at academic health centers may benefit from specific mentorship and proficiencies that are distinct from those on research tracks. We describe the creation, activities, and one-year impact of a faculty development program that included novel professional coaching training (the Clinical Faculty Mentoring Program, CFMP) which was supplemented by skills- and knowledge-building activities (the Clinical Faculty Development Series, CFDS). MethodsThe goals and components of the CFMP and CFDS are described in detail. A mixed methods evaluation plan guided collection of confidential survey and interview data before and after the first year of these activities. We used paired t-tests to identify statistically significant changes. ResultsThe 43 clinical mentors reported significant gains in job satisfaction, teaching attitudes, knowledge of mentorship competencies, and confidence with coaching skills for mentorship (all p<0.05). Of mentor respondents, 88% found the coach approach to mentoring program to be "very" or "somewhat" helpful. Coaching behavioral domains with the greatest evidence of improvement were supporting the mentee to integrate new awareness, insight, learning into their worldview and behaviors (p=0.0503) and managing time and focus of mentoring sessions (p=0.022). All 37 mentees had at least one meeting with a mentor (100%). Over 9 months, 39 virtual CFDS sessions had an average participation of 38 participants (range 22-59). A majority of surveyed faculty (>55%) agreed or strongly agreed the CFDS sessions provided valuable opportunities for skills development with teaching, leadership, wellness, diversity, equity, inclusion, and promotion. ConclusionsAmong clinical mentors, our novel coach approach to clinical faculty mentoring and skill-building had favorable effects on job satisfaction, knowledge of mentorship competencies, and confidence in coaching skills. Outcomes from the clinical faculty development series supported the mentoring program outcomes. Longitudinal follow-up is needed to determine how this program will impact mentees.

IntroductionPhysician-scientists are uniquely positioned to contribute translational research that will impact patient care and our understanding of disease. Having a diverse cadre of physician-scientists is critical to ensuring that the biomedical research enterprise explores the breadth of problems affecting the nations health. The National Institutes of Health has identified diversity, including educational background, to be important for the biomedical workforce. In 2020, less than ten percent of MD-PhD program matriculants were the first in their families to pursue higher education (first-generation) despite the majority of the US population having less than a Bachelors degree. Little is known about the specific challenges that first-generation students face, which makes it challenging to address this gap in matriculation. MethodsThis qualitative study used a phenomenological approach to examine the experiences of first-generation individuals, from the applicant stage to the early-career stage. We conducted semi-structured interviews with 41 participants and analyzed responses in accordance with a networked ecological systems theory. ResultsThe interviews revealed that first-generation individuals put together a patchwork of support. Whereas many MD-PhD trainees struggle at some point in their training, first-generation individuals tend to lack a support system that may provide proactive advice and prepare them for milestones. Interviews shared a common sentiment of isolation due to both a lack of social capital within medicine and academia, as well as a growing disconnect from their families and community. DiscussionKey interventions that would support first-generation students include greater access to high-quality information about the pathway, tailored mentorship throughout training, and more financial resources at the application stage. Trainees and early career physician-scientists seek more flexibility, opportunities for finding community, financial guidance and options, and mentorship around building their careers.

Objectives: To describe the current attitudes, behaviors, and perceived disciplinary norms related to open science practices among full-time pharmacy faculty in the US and to examine differences in attitudes and behaviors across pharmacy disciplines. Methods: In this cross-sectional study, the Center for Open Sciences Open Scholarship Survey modules on data sharing, code sharing, materials sharing, preregistration, preprints, and open access publishing were administered to a random sample of 3,200 faculty from the AACP Roster of Pharmacy Faculty as of February 2022. Individuals with at least a 0.8 full-time equivalent faculty appointment in pharmacy practice or one of the pharmaceutical sciences were eligible to participate. Results: Responses were obtained from 663 faculty (502 complete; 161 partial). The most positive attitudes were for open access publishing (overall mean [SD]: 4.1 [0.9]) with the lowest attitudes for study preregistration (3.2 [0.9]) and posting preprints (3.1 [1.1]). Statistically significant differences in attitudes across pharmacy disciplines were identified for data sharing, code sharing, and study preregistration. The most commonly reported open science practice was open access publishing (mean [SD], 27.7% [29.1%]). Study preregistration was the least common (mean [SD], 1.7% [7.0%]). After accounting for respondent and institutional characteristics, differences in open science behaviors were noted across pharmacy disciplines. Conclusion: This study provides a baseline assessment of faculty attitudes towards and engagement in open science practices among US pharmacy faculty. Given the relatively low frequency with which open science practices were reported, there is considerable room for improvement in the uptake of open science practices.

BackgroundEvidence supports the key role research mentors play in bolstering the success of early stage investigators (ESI). However, there are limited data about the impact of supplemental, cross-disciplinary career mentorship and professional development opportunities for ESIs seldom included during academic training. We assessed the perceived value of this approach among post-doctoral fellows and early career faculty who participated in a multi-component career mentoring program organized by the University of California, San Francisco Center for AIDS Research (UCSF CFAR). MethodsWe surveyed past program participants (2005-2020), assessing demographics, current career status, perceived impact of the program, and feedback on program elements. We performed thematic analysis on open-ended responses to explore program benefits. ResultsOf 146 program participants contacted, 102 responded (70% response rate). Over two thirds (65%) were female, and 38% self-identified as underrepresented minority (URM) investigators. A majority of respondents now dedicate >70% of their time to research. All would recommend the program to ESI colleagues, and over 80% reported that their CFAR mentors influenced their career trajectories in several ways, including help with grant writing, linkage to researchers sparking new collaborations, and support through personal challenges or navigating conflict with primary research mentors. While 90% of URM ESIs valued advice from CFAR mentors, only a third reported receiving specific support around challenges faced as minoritized investigators. ConclusionsA career mentoring program designed to complement the support offered by research mentors positively influenced the career trajectory of ESIs. Focused efforts are needed to support URM investigators who face ongoing structural barriers to success in academic settings.

ObjectiveGoodman and Gilmans The Pharmacological Basis of Therapeutics (GGPBT) has been a cornerstone in the education of pharmacists, physicians, and pharmacologists for decades. The objectives of this report were to describe and evaluate the 13th edition of GGPBT including: 1) author characteristics; 2) recency of citations; 3) conflict of interest (CoI) disclosure, and 4) expert evaluation of chapters. MethodsContributors (N = 115) sex, professional degrees, and presence of undisclosed potential CoI as reported by the Center for Medicare and Medicaids Open Payments (2013 to 2017) were examined. Year of publication of citations were extracted relative to comparison textbooks (Katzungs Basic and Clinical Pharmacology (KatBCP), and DiPiros Pharmacotherapy: A Pathophysiologic Approach (DiPPAPA). Content experts in pharmacy and pharmacology education provided chapter reviews. ResultsThe percent of GGPBT contributors that were female (20.9%) was equivalent to those in KatBCP (17.0%). Citations in GGPBT (11.5 {+/-} 0.2 years) were significantly older than those in KatBCP (10.4 {+/-} 0.2) and DiPPAPA (9.1 {+/-} 0.1, p < .0001). Contributors to GGPBT received three million in undisclosed remuneration from pharmaceutical companies (Maximum author = $743,718). In contrast, DiPPAPA made CoI information available. However, self-reported disclosures were not uniformly congruent with Open Payments reported data. Reviewers noted several strengths but also some areas for improvement. ConclusionGGPBT will continue to be an important component of the biomedical curriculum. Areas of improvement include more diverse authorship, improved conflict of interest transparency, and greater inclusion of more recent citations.

ProblemThere is a lack of leadership training in health care despite it being an essential competency for providers to deliver accessible, high quality healthcare and navigate a continually changing system. The barriers to adding leadership development to the various stages of medical training are numerous. A specific barrier is the lack of access to resources for this training. This group aimed to tackle this barrier within post-graduate medical education and training through their e- Leadership Academy. ApproachThe e-Leadership Academy was developed as a partnership between the Harvard Medical School Center for Primary Care and Clinical Directors Network, Inc. (CDN). The result of the collaboration was a virtual leadership academy, offered over a 10-month period that covered the fundamental concepts and skills for leading within a clinical practice. The audience for this program were clinicians and staff of community health centers and health departments in the United States. OutcomesFor the results of this article, primary outcome analysis was of participant responses to both formative and summative evaluations that took place throughout and at the end of the course. Results were used to assess course quality, participant satisfaction, participant engagement, and provide data about future offerings that would be useful to the target audience. Next StepsThe group proposes future training programs could measure the changes in the behavior of teams and clinical outcomes utilizing expanded evaluations. Proposed plans for expansion of the e- Leadership Academy include developing additional modules and the potential integration of an in- person component.

IntroductionRecent federal funding cuts have created pauses in admissions, hiring, and execution of research studies at academic medical centers internationally. These monetary reductions have also impacted allowances for non-essential faculty travel. As a result, faculty may now be faced with challenges in how they obtain professional development. MethodsA cross-sectional, exploratory study was implemented to discover the impact of funding cuts on faculty travel for professional development opportunities, as well as strategies medical educators are using to mitigate the current landscape. ResultsFindings indicate that faculty now have to use alternative methods to obtain professional development and that institutional guidance is lacking in how to do so. DiscussionAuthors provide concrete action steps for faculty to take amidst this challenge to remain engaged in professional development.

The SingHealth Duke-NUS Academic Medical Center manages over 2,800 clinical faculty members and processes over 400 appointments and promotions annually. The current Promotion and Tenure documentation includes over 30 documents, making it difficult and time-consuming for the faculty to locate specific appointment information. We developed "AskADD" in response to requests for clearer academic career development guidance. This study reports initial alpha testing and subsequent beta testing with 35 faculty members using AskADD. AskADD aids the faculty--physician-educators, physician-scientists, physician-innovators, and physician-leaders--in navigating academic career paths while increasing transparency and trust in appointment, promotion, and tenure processes. Our AI-integrated systems, initially tested using low or no-code Microsoft platforms and later developed with a custom GPT, deliver contextualized responses to promotion and tenure queries. The faculty and staff participated in user testing, providing feedback for improvements. Alpha and beta testing conducted with the same group of users indicated that a substantial portion of participants found the tool beneficial; suggestions were given for further refinement. Our experience contributes to the limited literature on AI-driven faculty advancement in academic medical centers and offers a novel paradigm for academic career support.

IntroductionPhysician assistant (PA) programs face persistent challenges in recruiting and retaining clinical preceptors due to time constraints, administrative burden, lack of compensation, and limited training. Additional pressures, such as health care consolidation, program expansion, clinician burnout, and financial implications of paid clinical sites, further strain preceptorship capacity. This study examines motivators and barriers influencing clinicians willingness to precept PA students. MethodsThis mixed-methods study used snowball sampling to recruit current, former, and non-precepting PAs across North Carolina. Participants completed surveys with Likert-scale and open-ended items adapted from the 2011 National Survey of Physician Assistants. Four virtual focus groups, selected from survey respondents, underwent semi-structured interviews informed by Self-Determination Theory (SDT). Quantitative data were analyzed using descriptive statistics and ordinal logistic regression; qualitative data underwent thematic analysis with deductive SDT coding and inductive refinement. Triangulation integrated findings. ResultsRespondents (N = 158) represented diverse clinical experience. Top motivators included student quality (66%), program support (53%), and financial compensation (51%). Key barriers were student quality (61.29%), burnout (53.23%), and lack of compensation (46.77%). From the focused group discussion, four themes emerged: Student Quality, Financial Compensation, Non-Financial Incentives, and Administrative Support. Student preparedness acted as both motivator and barrier; compensation concerns focused on fairness. DiscussionPreceptorship relies on relational and professional factors, student quality, recognition, and institutional alignment, rather than financial incentives alone. System inefficiencies, inadequate preparation, and misaligned compensation hinder engagement. Improving student readiness, enhancing institutional support, and implementing transparent, layered incentives may strengthen recruitment and retention.

AimsClinical trial inefficiency and lack of patient access to novel therapies have been identified as key barriers to successful heart failure innovation. The Heart Failure Collaboratory (HFC) is a consortium developed to identify and address barriers to bringing drugs and devices to market. The HFC performed an electronic cross-sectional survey of key leaders within industry to collate and interpret a sample of viewpoints on these challenges. Methods and ResultsFrom August to September 2018, self-administered survey data were electronically collected from industry partners. Group comparisons were made via Fishers Exact or chi-square test. Respondents most commonly rated the United States Food and Drug Administration (44.2%), Health Canada (39.5%) and European Medicines Agency (32.6%) as efficient. Respondents rated the top 3 areas with the greatest opportunity for regulatory agencies to improve efficiency: improve usefulness of agency feedback (48.8%); improved timeliness of agency responses (41.9%); and pre-specification of required magnitude of clinical effect and limit excessive data requirements (32.6%). Respondents rated items of excessive clinical site staff workload (55.8%), overly complex case report forms (51.2%) and data input errors (39.5%) as the top 3 factors influencing data quality. Respondents rated items of onerous prior authorization requirements (51.2%), availability of decision-making rationale (46.5%) and rationality of access barriers created by payers (44.2%) as the top 3 impediments to improving patient access to approved therapies. ConclusionThis broadly distributed survey of industry respondents identified multiple specific barriers to heart failure clinical trial efficiency and patient access, which should help direct efforts toward improvement.

IntroductionInterprofessional collaborative practice (IPC) is deemed essential to address the quadruple aims of improving healthcare. There is also emerging interest in the role IPC among healthcare faculty in their educational and research roles educators. Various facilitators and barriers of IPC at the individual and team levels have been identified. However, organizations and systems are often strong drivers for professional practice and limited attention has been placed on the strategies needed for organizations to support IPC. This study explored the perspectives of faculty and other professions regarding organizational facilitators and barriers to IPC, as well as strategies to support IPC within their own professional contexts. MethodsDocument analysis was performed on papers from a course entitled "Interprofessional Collaboration in Practice", a requirement of a Doctor of Health Sciences in Clinical and Academic Leadership program. The papers were written as part of a culminating project exploring opportunities to enhance IPC within students own professional contexts. Students used reflections of their own professional experiences, informed by the literature and other course content, as well as informal interviews with other professionals in their workplace, to explore facilitators, and barriers to IPC. Inductive content analysis was performed by two members of the research team. Final results and selective quotes were reviewed by the full research team. ResultsTwenty papers written by students of various professional backgrounds, professional roles, and organizational types were included. Four dominant themes were identified that reflected facilitators and barriers to IPC that existed within students organizations. These four aspects of organizations appear to be both essential and inter-related, and include organizational systems, strategic priorities, culture, and institutional leaders. ConclusionOrganizations and their senior leaders play a critical role in developing collaborative organizations where employees from various professions effectively work together to accomplish organizational goals. In addition to the current practice of preparing individual healthcare professionals for IPC, attention to organizations and their leaders is essential. Faculty and other professionals have particularly valuable perspectives in understanding how IPC can be advanced in healthcare organizations and should be the focus of future professional development initiatives and additional research related to IPC. Trial registrationnot applicable

Healthcare Technologists (HTs) represent a crucial yet understudied group within modern healthcare systems. Operating at the intersection of advanced technologies and patient care, HTs face the dual challenge of mastering complex technical procedures while sustaining ethically grounded, relational engagement. This study investigates how professional identity is constructed within HT education in Italy, combining conceptual analysis and empirical data. Drawing on the philosophy of technology and theories of professional identity, the research critiques the traditional technocentric orientation of HT training and advocates for pedagogical models that integrate emotional, ethical, and reflective dimensions. The empirical component includes 55 semi-structured interviews with 40 HT educators (clinical tutors and adjunct lecturers) and 15 undergraduate students from various HTs academic programs. Using inductive content analysis, the study identifies four macro-categories shaping professional identity: career motivation and background; identity-building processes; relational and ethical values; and educational strategies. Participants describe identity formation as a dynamic, reflective process shaped by real-world practice, relational interactions, and motivational drivers. Both students and educators emphasize the hybrid nature of their role, blending technical mastery with interpersonal care. Relational competence, adaptability, and a commitment to quality emerge as defining features. The study highlights systemic challenges, including limited recognition of HTs roles, pedagogical challenges for educators, and documents strong intrinsic motivations and ethical commitment among participants. HT educators express the need for greater support in transitioning from clinical to teaching roles, and students reveal a desire for more hands-on and reflective learning experiences. This research contributes a conceptual and practical framework for rethinking HTs education, embedding humanistic, ethical, and relational competencies into curricula. It positions HTs not as peripheral technicians, but as integral professionals in technologically mediated, patient-centered care systems.

BackgroundDespite decades of calls for increased diversity in the health research workforce, disparities exist for many populations, including Black, Indigenous, and People of Color individuals, those from low-income families, and first-generation college students. To increase representation of historically marginalized populations, there is a critical need to develop programs that strengthen their path toward health research careers. High school is a critically important time to catalyze interest and rebuild engagement among youth who may have previously felt excluded from science, technology, engineering, and mathematics (STEM) and health research careers. MethodsThe overall objective of the MYHealth program is to engage high school students in a community-based participatory research program focused on adolescent health. Investigators will work alongside community partners to recruit 9th through 12th graders who self-identify as a member of a group underrepresented in STEM or health research careers (e.g., based on race and ethnicity, socioeconomic status, first generation college student, disability, etc.). MYHealth students are trained to be co-researchers who work alongside academic researchers, which will help them to envision themselves as scientists capable of positively impacting their communities through research. Implemented in three phases, the MYHealth program aims to foster a continuing interest in health research careers by developing: 1) researcher identities, 2) scientific literacy, 3) scientific self-efficacy, and 4) teamwork and leadership self-efficacy. In each phase, students will build knowledge and skills in research, ethics, data collection, data analysis, and dissemination. Students will directly collaborate with and be mentored by a team that includes investigators, community advisors, scientific advisors, and youth peers. DiscussionEach year, a new cohort of up to 70 high school students will be enrolled in MYHealth. We anticipate the MYHealth program will increase interest and persistence in STEM and health research among groups that have been historically excluded in health research careers.

There has been an explosion in formal data science and healthcare data science programs, degrees and tracks at the university level over the last five years, with over 100 universities currently offering formal data science degrees. We conducted a landscape analysis of healthcare-related data science programs in the United States to characterize these new academic degree offerings, identifying 29 healthcare focused data science programs at four-year colleges and universities in the United States. Programs were analyzed across a range of features, providing the first view into what constitutes "healthcare data science" education.

To address the public health needs of the 21st century, the University of Miami Miller School of Medicine implemented a four-year MD/ MPH program in 2011 with a mission to graduate public health physician leaders. The first cohort of students graduated in 2015. In the summer of 2020, a survey was sent to graduates to gather information on their early career involvement in the areas of leadership, research, and public health. In addition to several multiple-choice questions, the survey included an open-ended question on the impact of public health training in their careers. Content analysis was used to analyze the responses to the open-ended question. Eighty-two graduates completed the survey; 80 of whom had participated in residency training. Forty-nine (61%) joined a residency in a primary care field. Many graduates had leadership roles in their early careers, including 35 (44%) who were selected as chief residents. Fifty-seven (71%) participated in research, most commonly in quality improvement (40, 50%), clinical (34, 43%) and community based (19, 24%). Over one third (30, 38%) chose to do work in public health during residency. Themes that emerged regarding the impact of public health training on their careers were: 1) Shift in perspective, 2) Value of specific skills related to public health, 3) Steppingstone for professional opportunities 4) Focus on health disparities, social determinants, and inadequacies of the healthcare system, 5) Status as leaders and mentors for peers, and 6) Self-efficacy during the pandemic. Graduates self-reported significant commitment and involvement in leadership, research, and public health as well as towards addressing some of our most pressing public health needs. Although long-term career outcomes need to be determined over time, currently graduates report significant benefits of their public health training for their professional outcomes.

BackgroundClinical research coordinators play a crucial role in ensuring the scientific rigor, regulatory compliance, and operational integrity of clinical trials. However, in Africa, they often lack access to structured, competency-based training, especially in operational, regulatory, and trial management domains. This study evaluated the effectiveness of a comprehensive training intervention designed to standardize and enhance core competencies of clinical trial coordinators. MethodsWe conducted a prospective pre-post interventional study among cohorts of clinical research professionals completing a 10-week, internationally-accredited, Moodle-based clinical trial operations training program aligned with the Joint Task Force Core Competency Framework, covering 10 lessons and 25 domains. Self-reported competence was evaluated at baseline and post-training. Data analyses included paired t-tests for aggregate scores, McNemars exact test for domain-level proportions, multivariable logistic regression for predictors of improvement, and Cohens d for effect size. ResultsAmong the 166 participants enrolled from 19 African countries and completed the pre-training survey, 152 who completed the program and post-training survey were included. The training significantly increased the mean aggregate competence from 12.24{+/-}7.85 (out of a maximum of 25) to 23.35{+/-}2.73 (mean difference: 11.11; 95% CI 9.86-12.36; p<0.001; Cohens d=1.41). Score variance decreased, with the median score increasing from 12.0 (IQR: 6.0-19.0) to 24.5 (IQR: 23.0-25.0). All 25 domains improved (p<0.001), with the largest gains in complex, low-baseline domains: managing external partners (+59.2%), project management (+58.6%), financial management (+55.3%), and trial close-out (+57.2%). (+57.2%). Ethical principles and informed consent that had high baseline competence reached near-universal levels at 99.3% and 98.7%, respectively. No differences were observed by country or gender (p>0.05). ConclusionStructured, competency-based training strengthens clinical trial coordinators capabilities, particularly in technical and administrative domains that are often overlooked. Accredited, framework-aligned clinical trial training programs promote consistent trial quality, strengthen research capacity, and sustain excellence in clinical trial delivery. WHAT IS ALREADY KNOWN ON THIS TOPIC- Clinical research coordinators play a crucial role in ensuring the scientific rigor, regulatory compliance, and operational integrity of clinical trials WHAT THIS STUDY ADDS- The study evaluated the effectiveness of a comprehensive training intervention designed to standardize and enhance core competencies of clinical trial coordinators in Africa, where they often lack access to structured, competency-based training HOW THIS STUDY MIGHT AFFECT RESEARCH, PRACTICE OR POLICY- This study should encourage the design and delivery of internationally-accredited, Moodle-based clinical trial operations training programs in Africa that enhance clinical trial competency.

BackgroundPoor diet is the leading cause of global disability and premature death, contributing to 11 million deaths annually. Despite this, nutrition remains underemphasized in medical education, with over 70% of United States (U.S.) medical schools failing to meet the National Research Councils 1985 recommendation of 25 hours of nutrition training. In 2022, the U.S. House of Representatives passed a bipartisan resolution calling for meaningful nutrition education for health professionals. Amid this gap, unreliable media sources frequently shape patient nutrition knowledge rather than professional sources such as registered dietitians or licensed physicians. Strengthening interprofessional collaboration with nutrition professionals could enhance dietary counseling and patient care. MethodsIn response, one student implemented a pilot three-part clinical nutrition lecture series at the University of Miami Miller School of Medicine (UMMSM). Resulting student enthusiasm catalyzed the formation of a 50-member taskforce formed to expand and integrate nutrition longitudinally. A pre- and post-lecture survey around the first of three planned sessions (Npre = 98, Npost = 77) assessed knowledge, perceptions of nutrition training, and comfort with dietary counseling. ResultsKnowledge of evidence-based nutrition improved significantly (p < .001). Post-lecture, students reported greater confidence applying nutrition in clinical practice and increased interest in lifestyle medicine training (p < .001). ConclusionsThe first session enhanced students practical skills and understanding of nutritions role in health. This trajectory illustrates how even a small pilot can stimulate sustainable reform. We discuss key elements of an effective, multifaceted nutrition curriculum and propose a roadmap adaptable to other institutions.

Positive active learning outcomes require student engagement with foundational, preparatory material prior to class. The current study involved thorough updating of cardiovascular physiology module format. It then examined preclinical medical student perceptions, and midterm exam performance, after using different preparatory module formats that were reviewed prior to participating in interactive classroom sessions. Modules that were initially created in Articulate Storyline were updated in Articulate Rise360 and introduced over a 3-year period. Both module styles contained the same cardiovascular physiology content, but updated Rise360 modules presented content in multiple formats to capture a variety of student learning preferences and divided each concept into several smaller topics to maintain student attention. Although midterm exam performance remained unchanged, student evaluations revealed that the updated Rise360 modules were more helpful with fewer technical issues indicating that students preferred the interactive online modules to prepare for collaborative classroom exercises. Students find updated preparatory modules to be more helpful and may therefore be more likely to engage with them before class and ultimately lead to a more productive interactive classroom learning experience.

To date, there are considerable delays in bringing academic innovations into clinical practice. In part, this is due to a lack of knowledge translation and communication between clinicians and scientists. While MD/PhD programs could bridge this gap, more inclusive and sustainable alternatives must be explored. In the United States, the Howard Hughes Medical Institute (HHMI) launched an initiative to create programs wherein graduate students would be exposed to clinical curricula and establish networks with health professionals. In this study, we aim to survey such programs in North America and identify key features. In our environmental scan, we analyzed the translational science training curricula of 28 American and 17 Canadian universities. We observed that 25 schools in the United States offered training in translational science at various degree levels (certificate, Masters, PhD, etc.) whereas only 4 Canadian institutions did so and primarily at a Masters level. From those programs, 5 American universities offered a multi-faceted training program that met at the intersection of courses, clinical mentorship, and networking opportunities compared to only 1 in Canada. Therefore, while we noted a growing interest in science translation programs in the United States, there is a current lack of such programs at Canadian institutions. Based on the need established by this environmental scan, we hope to establish a translational science certificate program at McGill University that fills this training void and paves the way for other universities across Canada.