Journal of Clinical and Translational Science最新文献

{"title":"Erratum: The Texas Community-Engagement Research Alliance Against COVID-19 in Disproportionately Affected Communities (TX CEAL) Consortium - CORRIGENDUM.","authors":"R Seguin-Fowler, C Amos, B Beech, R Ferrer, L McNeill, J Opusunju, E Spence, E Thompson, L Torres-Hostos, J Vishwanatha","doi":"10.1017/cts.2025.88","DOIUrl":"10.1017/cts.2025.88","url":null,"abstract":"<p><p>[This corrects the article DOI: 10.1017/cts.2022.395.].</p>","PeriodicalId":15529,"journal":{"name":"Journal of Clinical and Translational Science","volume":"9 1","pages":"e101"},"PeriodicalIF":2.1,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12089848/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144110482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Erratum: 160 Empowering future healthcare leaders and clinical researchers across a decade: UCLA's Clinical and Translational Science Institute - Research Associates Program - CORRIGENDUM.","authors":"Omar Selim, Tiffany Chen, Laurie Shaker-Irwin, Noah Federman, Jim Morrison, Denise Gellene, Angshuman Saha, Brisa Garcia","doi":"10.1017/cts.2025.75","DOIUrl":"https://doi.org/10.1017/cts.2025.75","url":null,"abstract":"<p><p>[This corrects the article DOI: 10.1017/cts.2024.818.].</p>","PeriodicalId":15529,"journal":{"name":"Journal of Clinical and Translational Science","volume":"9 1","pages":"e84"},"PeriodicalIF":2.1,"publicationDate":"2025-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12083198/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144093926","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and implementation of a novel mentoring program for clinical and translational team scientists.","authors":"Kathy K Griendling, Jocelyn G Baker, Lauren A James, Lillian T Eby","doi":"10.1017/cts.2025.73","DOIUrl":"10.1017/cts.2025.73","url":null,"abstract":"<p><p>The importance of mentoring for professional development in Science, Technology, Engineering, Mathematics and Medicine (STEMM) fields is well established. With the increasing prevalence of team science, mentoring that incorporates team science skills is essential. Here, we describe a novel mentoring program designed to develop technical and relational/interpersonal skills for working in multi-disciplinary team science environments and to develop networks to improve collaboration in multi-disciplinary team science. The Georgia Clinical and Translational Science Alliance Translational Education and Mentoring in Science program is a nine-month program consisting of one-on-one mentoring, peer mentoring groups, mentoring resources, and shared learning experiences. Mentees (fellows) are exposed to a wide range of learning opportunities related to the goals of the program. This multi-institutional effort, in its fifth year, has been well received by participants. To date, 95 faculty, post-doctoral fellows, and research scientists have participated in the program as mentees. Participants indicated that they enjoyed the program, identified new networking opportunities, and would recommend it to others. In addition, fellows reported improved relational, technical, and networking skills over the duration of the program. Mentor ratings were also quite favorable. The multi-institutional nature of the program enriched learning and its unique structure combining traditional one-on-one mentoring with peer learning communities has been beneficial to those participating.</p>","PeriodicalId":15529,"journal":{"name":"Journal of Clinical and Translational Science","volume":"9 1","pages":"e97"},"PeriodicalIF":2.1,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12089851/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144110329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Erratum: Addressing the challenges of conducting community-engaged research during COVID-19: Rapid development and evaluation of a COVID-19 Research Patient and Community Advisory Board (PCAB) - CORRIGENDUM.","authors":"J Harrison, N Palmer, A Cabrera, P Fleisher, E Wong, M LeSarre, K Grumbach, J Banta, L Tealer, A Reynolds, A Wassmann, T Rose, T Nguyen","doi":"10.1017/cts.2025.87","DOIUrl":"10.1017/cts.2025.87","url":null,"abstract":"<p><p>[This corrects the article DOI: 10.1017/cts.2022.413.].</p>","PeriodicalId":15529,"journal":{"name":"Journal of Clinical and Translational Science","volume":"9 1","pages":"e100"},"PeriodicalIF":2.1,"publicationDate":"2025-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12089844/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144110508","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Measuring the interpersonal component of the mentoring relationship: The mentorship working alliance scale - mentee version.","authors":"Jenna Griebel Rogers, Angela Byars-Winston","doi":"10.1017/cts.2025.72","DOIUrl":"10.1017/cts.2025.72","url":null,"abstract":"<p><strong>Introduction: </strong>The interpersonal and relational dimensions of mentoring have been identified as critical components of effective mentorship. However, no scale currently exists to assess this specific aspect of the relationship. This study introduces a new instrument, the mentorship working alliance (MWA) - mentee version, and presents initial evidence supporting its validity in evaluating the interpersonal elements of mentoring relationships.</p><p><strong>Methods: </strong>Through a series of pilot tests and revisions, we developed a 12-item scale that assesses two dimensions of the MWA: relational quality (6 items), which captures how a mentee feels about the relationship, and relational effectiveness (6 items), which reflects the mentee's perception of their mentor's actions in facilitating or advancing the working relationship. To evaluate the scale's construct validity and reliability, we conducted a confirmatory factor analysis (CFA) and internal consistency reliability analysis on a sample of 345 graduate students.</p><p><strong>Results: </strong>CFA provided evidence for the validity of the two-dimensional MWA scale, which assesses relational quality and relational effectiveness, with Cronbach's alpha coefficients of 0.96 and 0.89, respectively. All parameter estimates for individual items were significant, with standardized factor loadings ranging from 0.66 to .83.</p><p><strong>Conclusions: </strong>The MWA scale - mentee version enables researchers to assess the interpersonal dimensions of mentoring relationships, offering valuable insights into the components of effective mentorship. By introducing this scale, we pave the way for further investigation into how mentorship interventions influence the MWA, thereby enhancing the overall quality of mentoring experiences. Additionally, we offer recommendations for future studies.</p>","PeriodicalId":15529,"journal":{"name":"Journal of Clinical and Translational Science","volume":"9 1","pages":"e99"},"PeriodicalIF":2.1,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12089860/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144110517","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Development and assessment of a Mentor Training Workshop Series and Certificate Program.","authors":"Kenzie A Cameron, Mercedes R Carnethon, Morgan Barrowman, Leah J Welty","doi":"10.1017/cts.2025.71","DOIUrl":"10.1017/cts.2025.71","url":null,"abstract":"<p><p>Within the Northwestern University Clinical and Translational Sciences Institute, we created a foundational and fluid mentor training curriculum to provide competency-based mentor training for faculty. Via our \"Developing and Enhancing Mentoring Relationships\" mentor workshop series, launched in 2020, we present eight 90-minute workshops each academic year. This series is designed for both training naive participants and previously trained mentors across ranks and tracks and offers both repeating (\"required\") and new (\"elective\") workshops annually. We implemented a Mentor Training Certificate Program (MTCP) in 2021 to formally recognize faculty who complete a minimum of nine hours of training, consisting of three required and at least three elective training sessions. Over the first four years of the workshop series, 345 unique faculty attended at least one workshop; 46 completed requirements for the MTCP. MTCP participants complete baseline and annual surveys focused on self-assessment of nine mentoring skills (e.g., providing feedback) and frequency of engaging in five recommended mentoring behaviors (e.g., aligning expectations). Scores increased significantly across all skills; participants reported increased frequency of mentoring behaviors and high satisfaction with the program. Our mentor workshop series, offering both repeating and new workshops annually, provides faculty the opportunity for either initial or advanced training.</p>","PeriodicalId":15529,"journal":{"name":"Journal of Clinical and Translational Science","volume":"9 1","pages":"e98"},"PeriodicalIF":2.1,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12089858/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144110327","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparing mentored research experiences for undergraduates across institutional contexts.","authors":"Jazzmine K Waugh, MacKenzie J Gray, Sanya Surya, Thomas E Keller","doi":"10.1017/cts.2025.59","DOIUrl":"10.1017/cts.2025.59","url":null,"abstract":"<p><strong>Background: </strong>Mentored undergraduate research experiences (UREs) can play a critical role in developing science identity and skills, especially for students from historically underrepresented backgrounds. This study investigates science identity and responsibility for scientific roles among scholars in a program aiming to diversify the biomedical workforce. Scholars were placed in UREs at either their home institution (a minority-serving institution [MSI]) or at a research-intensive medical institution with a Clinical and Translational Science Award (CTSA).</p><p><strong>Methods: </strong>We analyze data from surveys administered annually to the scholars. We first compare changes in science identity for scholars placed at the MSI and the CTSA site from the term after the scholar started their URE to one year later. We then analyze differences in responsibility in scientific roles performed by scholars at the two institutions.</p><p><strong>Results: </strong>We found evidence of gains in science identity after a year for scholars placed at both institutions but of a somewhat larger magnitude at the CTSA site. However, no significant differences were observed across institutions on science identity at the endpoint. An exploration of scientific roles suggests that scholars at the CTSA site assumed more responsibility in roles related to data curation and analysis, while scholars at the MSI had higher responsibility for resource acquisition-related roles.</p><p><strong>Conclusion: </strong>These results suggest that CTSA site URE placements may offer distinct opportunities for both identity formation and skill development beyond placements at home institutions. Overall, these results suggest opportunities for partnerships between MSIs and CTSA sites in the training of biomedical researchers.</p>","PeriodicalId":15529,"journal":{"name":"Journal of Clinical and Translational Science","volume":"9 1","pages":"e95"},"PeriodicalIF":2.1,"publicationDate":"2025-04-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12089855/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144110392","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Advancing research translation in addiction and pain: A portfolio analysis of the NIH HEAL initiative.","authors":"Ginnie Sawyer-Morris, Merve Ulukaya, Bryce Kushmerick-McCune, Kendra J Clark, Jacqueline Bruce, Scott Gatzke, Scott T Walters, Faye S Taxman","doi":"10.1017/cts.2025.68","DOIUrl":"10.1017/cts.2025.68","url":null,"abstract":"<p><strong>Background: </strong>To date, the NIH Helping to End Addiction Long-term (HEAL) Initiative has funded over 1,000 projects that aim to identify new therapeutic targets for pain and substance use disorder (SUD), develop nonpharmacological strategies for pain management, and improve overdose and addiction treatment across settings. This study conducted a portfolio analysis of HEAL's research to assess opportunities to advance translation and implementation.</p><p><strong>Methods: </strong>HEAL projects (FY 2018-2022) were classified into early (T0-T1) and later (T2-T4) translational stages. Eleven coders used a 54-item data collection tool based on the Consolidated Framework for Implementation Research (CFIR) to extract project characteristics (e.g., population, research setting) relevant to translation and implementation. Descriptive statistics and visualization techniques were employed to analyze and map aggregate characteristics onto CFIR's domains (e.g., outer setting).</p><p><strong>Results: </strong>HEAL's portfolio comprised 923 projects (33.7% T0-T1; 67.3% T2-T4), ranging from basic science (27.1%) and preclinical research (21.4%) to clinical (36.8%), implementation (27.1%), and dissemination research (13.1%). Most projects primarily addressed either addiction (46.3%) or pain (37.4%). Implementation-related gaps included the underrepresentation of certain populations (e.g., sexual/gender minorities: 0.5%). T0-T1 projects occurred primarily in laboratory settings (35.1%), while T2-T4 projects were concentrated in healthcare settings (e.g., hospitals: 21.6%) with limited transferability to other contexts (e.g., community: 12.9%).</p><p><strong>Conclusion: </strong>Opportunities to advance translational and implementation efforts include fostering interdisciplinary collaboration, prioritizing underserved populations, engaging with community leaders and policy stakeholders, and targeting evidence-based practices in nonclinical settings. Ongoing analyses can guide strategic investments to maximize HEAL's impact on substance use and pain crises.</p>","PeriodicalId":15529,"journal":{"name":"Journal of Clinical and Translational Science","volume":"9 1","pages":"e92"},"PeriodicalIF":2.1,"publicationDate":"2025-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12089859/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144110340","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Full spectrum town halls for hidradenitis suppurativa: A model for advancing clinician-patient-researcher engagement in clinical and translational research.","authors":"Anuradha Hashemi-Arend, Michelle A Lowes, John W Frew, James Krueger, Athena Gierbolini, Monisa Nayim, Melissa Samanoglu, PaMalick Mbye, Fahim Shahriar, Jonathan N Tobin, Rhonda G Kost","doi":"10.1017/cts.2025.62","DOIUrl":"10.1017/cts.2025.62","url":null,"abstract":"<p><p>Hidradenitis suppurativa (HS) is a chronic, painful inflammatory skin disease affecting 0.1% of the US population. Limited understanding of HS biology and ineffective treatments leave patients dissatisfied, facing misdiagnosis, and diagnostic delays. To address these challenges, the Rockefeller University Center for Clinical Translational Science, Clinical Directors Network, and the HS Foundation launched an initiative to foster engagement among stakeholders. Three full spectrum town halls (FSTH) were designed to engage patients, scientists, and clinicians bidirectionally. Topics spanned the translational research spectrum to amplify patient testimony, update the HS community on scientific and clinical research advances, and promote patient-centered research and care. The FSTH model aims to enhance empathy, foster trust, accelerate scientific discovery, and improve care. FSTH-2018 showcased patients' experiences living with HS, the scientific and clinical state of the art, and tailored a new HS study to patient preferences. FSTH-2021 shared results of the study, including new insights into HS biology. FSTH-2023 highlighted best practices for outpatient surgical care of HS. Participant feedback underscored FSTH's role in nurturing empathy and advancing discovery and patient engagement. FSTH serves as an effective model for uniting stakeholders, bridging gaps in knowledge and trust, and accelerating translational research to improve HS care.</p>","PeriodicalId":15529,"journal":{"name":"Journal of Clinical and Translational Science","volume":"9 1","pages":"e96"},"PeriodicalIF":2.1,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12089856/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144110487","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond deadlines and deliverables: Identifying barriers and facilitators to enhance the PROMICE of translational teams.","authors":"Whitney A Sweeney, Maria Hernandez, Elizabeth S Burnside, Josie Hintzke, Kayla Lemmon, Allan R Brasier","doi":"10.1017/cts.2025.64","DOIUrl":"10.1017/cts.2025.64","url":null,"abstract":"<p><strong>Background/objective: </strong>The Clinical and Translational Science Awards (CTSA) Program supports a national network of medical research institutions working to expedite the development of treatments and interventions. High-performing translational teams (TTs) involving inter-institutional collaborations are critical for advancing these evidence-based approaches. However, management of these complex teams can be difficult, and tailored project management may help TTs overcome the unique challenges they face.</p><p><strong>Methods: </strong>We conducted qualitative interviews with 14 dedicated project managers (PMs) from six CTSAs to learn more about their experiences with TTs. Information derived from the thematic analysis of the data was used to identify barriers and facilitators for effective project management.</p><p><strong>Results: </strong>Barriers included a lack of institutional support, communication issues, pushback, role confusion, and a need for agility. Facilitators included transparent communication, supportive team environments, shared leadership with autonomy, and opportunities for professional development. The PMs interviewed for this study provided descriptions of their work that depicted a more expansive view of project management than the more traditional approach focused on meeting deadlines and managing deliverables.</p><p><strong>Conclusion: </strong>Our findings have been used to inform development, training, and guidance for an innovative project management resource, the Project Management Innovation Center of Excellence (PROMICE) recently launched at the UW-Madison Institute for Clinical and Translational Research (ICTR). Through the development of a dedicated career path, PROMICE recognizes the value that PMs bring to translational science and provides the support that they need to be innovative, leading their teams to success.</p>","PeriodicalId":15529,"journal":{"name":"Journal of Clinical and Translational Science","volume":"9 1","pages":"e102"},"PeriodicalIF":2.1,"publicationDate":"2025-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12089852/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144110388","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}