Developing RCR Programs for Developing RCR Programs for Postdocs - - PowerPoint PPT Presentation

Developing RCR Programs for Developing RCR Programs for Postdocs Postdocs

Wendy Reed Williams, PhD

The Joseph Stokes Jr. Research Institute of The Children’s Hospital of Philadelphia

The 2008 National Postdoctoral Association Annual Meeting The 2008 National Postdoctoral Association Annual Meeting

Boston, Massachusetts Boston, Massachusetts

Session Agenda

I. RCR Programs for Postdocs: A Primer on Instructional Design II. RCR at CHOP: Five Years and Counting

Instructional Design Methodology

Assess Design Develop Deliver Evaluate Conducting the Training On-Going Review Getting Started Mapping It Out Assembling the Pieces

Step 1: Assess

• Determine need (surveys)
• Obtain buy-in, institutional support
• Identify available resources
• Evaluate existing trainings, feedback
• Examine budget- Seek outside funding as

needed

Step 2: Design

Scope Objectives Format Audience Desired Outcomes Launch Plan

Format Options

• Seminar series
• Small group discussions
• Semester course

Lecture Online Blended Seminar series Small group discussions Semester course Lab meetings

Format Considerations

• Time of day
• Overall time commitment
• Amount of information
• Preferred learning style
• Accessibility

Step 3: Develop

Design evaluation F i n a l i z e l a u n c h P l a n a c t i v i t i e s Develop content Invite participants Recruit presenters Produce materials

Content Development

• Customize
• Stress resources- where to go for help?
• Include opportunities for interactivity/dialog
• Engage faculty to participate
• Connect RCR topics with daily experiences

Pre-Launch

• Advertise well
• Send reminders
• Be organized

Step 4: Deliver

• Establish a positive learning environment
• Achieve objectives
• Engage participants
• Allow time for questions
• Summarize central concepts
• Provide incentives
• Distribute an evaluation
• Track attendance

Step 5: Evaluate

• What worked, what didn’t?
• Did we meet our objectives?
• Review learner comments
• Incorporate feedback

RCR at CHOP: Five Years and Counting

The Joseph Stokes Jr. Institute

US News & World Report/Child Magazine- #1 pediatric hospital in the US Joseph Stokes Research Institute- research arm of CHOP Department of Research Education- training and postdoc affairs office

Step 1: Assess

Phase I:

• Review of UPenn RCR course
• CHOP postdoc survey
• Pilot with T- and F-32s

Phase II:

• Presentation of pilot data to administrative and faculty leadership
• Implementation of an expanded, institutional requirement
• Estimated costs included in FY budget

CHOP RCR Requirement

RCR instruction required for the following:

• T-32 and F-32 fellows
• K-12 and first year K-series awardees
• 2nd year postdocs
• MD fellows conducting research

*One-time requirement developed, managed and tracked by Research Education

Step 2: Design

Audience: 115 postdocs 200 MD fellows

• How do we get them out of the lab?
• How do we cater to a diverse audience?

– Basic, clinical, and behavioral – Foreign nationals

• How can we demonstrate relevance to professional

success in science?

Training Objectives

• Institutional Objectives

– To create and deliver RCR course meeting NIH and institutional requirements – To incorporate best practice strategies into delivery

• f training curriculum
• Learner Objectives

– Understand the federal and institutional ethical standards and guidelines for the responsible conduct of research – Recognize importance of RCR for successful career in science

The Evolution of RCR Training

2003 2004 2005 2006

Pilot 2003 Pilot 2003-

• 2004

2004

• Nine 2 hour sessions
• Offered monthly
• For T-32s only

2007 present

2005 2005-

• 2006

2006

• Day long, all lecture
• Offered twice per year

2007 2007-

• present

present

• Learner-centered,

interactive format

• 6 hours, offered 3

times per year

2004 2004-

• 2005

2005

• Expanded requirement to

include all trainees

• Day long, all lecture

Step 3: Develop

Research Misconduct Conflict of Interest Peer Review Collaborative Science Responsible Authorship Publication Practices Animal Care and Use Use of Human Subjects Data Management Acquisition and Sharing Mentor/Trainee Responsibilities

Intellectual Property

For Each Topic…

• CHOP policy
• Federal regulations
• Key practices
• Skills to manage concerns
• Institutional contacts
• Additional resources
• Cases

Content Resources

Putting the Pieces Together

Assemble Portfolio Continue Online Registration Recruit faculty Develop Evaluation

Step 4: Deliver

Pre-Launch

Checklist Reminders

Pre-Assessment

• Defines audience
• Prepare speakers
• Teach-back tool

RCR Trivia Slide Show

Delivery Strategies

Panel Presentation Brief Lecture Roundtable Discussions

Step 5: Evaluate

• Shorten the day
• Integrate online

cases/pre-work

• Continue to integrate

learner feedback

Other RCR Offerings

CITI RCR Courseware

Research Orientation Speaker Series

RCR Wishlist

• Enforce RCR concepts via institutional policy

– Authorship – “Compact Between Postdoc Appointees and Mentors”

• Expand online resources
• Determine effectiveness
• Implement faculty and staff

RCR requirement

Final Thoughts

R S U

Thank You!

Questions?

williamsw@email.chop.edu