A Clinical Vision Research Training and Mentoring Program as a Model for Ophthalmology and Other Medical Specialties: Implementation and Evaluation

Abstract

Background Over the past 50 years, there has been a decline in the number of physicians pursuing careers in clinical research. In ophthalmology, the need for clinician-investigators continues to grow with the increasing eye-care demands of the aging population. Expert panels have recommended exposing medical students early in their training to structured, didactic curricula with clinical research experience and mentoring opportunities.

Methods To address this need, the Department of Research, Wills Eye Hospital, developed an 8-week Clinical Vision Research Training and Mentoring Program for undergraduate and medical students. The curriculum included an 11-hour lecture series on topics in research methods in ophthalmology and a 10-hour scientific writing workshop series. The program also involved hands-on participation in vision research projects and shadowing in one of Wills' subspecialty services. Students completed 40-question pre- and posttests on ophthalmology and research methodology. Scores were analyzed using a paired-sample t-test. The program also utilized a satisfaction survey.

Results During 2014 and 2015, a total of 34 students out of 56 applicants were accepted to the Clinical Vision Research Training and Mentoring Program. Students scored significantly higher on the posttest (mean [M] = 79.78%, standard deviation [SD] = 6.25) than on the pretest (M = 71.43%, SD = 8.43); p< 0.001. Using a satisfaction survey, students strongly agreed that they were satisfied with the program and that the lecture series and manuscript writing workshops enhanced their learning.

Conclusions The Wills Eye Clinical Vision Research Training and Mentoring Program provided an evidence-based foundation in research methods and manuscript development for students interested in careers in ophthalmology. Students emerged with clinical research skills and an increased understanding and appreciation of vision research. Results of the pre- and posttest analysis indicate that lecture material supplemented with hands-on experience can lead to better understanding of ophthalmology. This pilot program can serve as a research training and mentoring model for ophthalmology and other medical and surgical specialties.

Keywords

ophthalmology - mentoring - medical student - clinical research - clinician-investigator - training model - vision research

• References

• 1 Teo AR. The development of clinical research training: past history and current trends in the United States. Acad Med 2009; 84 (04) 433-438
• 2 Wyngaarden JB. The clinical investigator as an endangered species. N Engl J Med 1979; 301 (23) 1254-1259
• 3 Weinreb RN. Clinician-scientists in ophthalmology. Arch Ophthalmol 2001; 119 (02) 277-279
• 4 Ley TJ, Rosenberg LE. The physician-scientist career pipeline in 2005: build it, and they will come. JAMA 2005; 294 (11) 1343-1351
• 5 Nathan DG. ; National Institutes of Health Director's Panel on Clinical Research. Clinical research: perceptions, reality, and proposed solutions. JAMA 1998; 280 (16) 1427-1431
• 6 Murillo H, Reece EA, Snyderman R, Sung NS. Meeting the challenges facing clinical research: solutions proposed by leaders of medical specialty and clinical research societies. Acad Med 2006; 81 (02) 107-112
• 7 Dickler HB, Korn D, Gabbe SG. Promoting translational and clinical science: the critical role of medical schools and teaching hospitals. PLoS Med 2006; 3 (09) e378
• 8 National Eye Institute 2017 Budget. National Institutes of Health. 2017. Available at: https://nei.nih.gov/news/congress . Accessed May 1, 2017
• 9 Funding Mechanisms Supported by the National Eye Institute. National Institutes of Health. 2017. Available at: https://www.nei.nih.gov/funding/neifm . Accessed May 1, 2017
• 10 Meyers FJ, Begg MD, Fleming M, Merchant C. Strengthening the career development of clinical translational scientist trainees: a consensus statement of the Clinical Translational Science Award (CTSA) Research Education and Career Development Committees. Clin Transl Sci 2012; 5 (02) 132-137
• 11 Alberts B, Kirschner MW, Tilghman S, Varmus H. Rescuing US biomedical research from its systemic flaws. Proc Natl Acad Sci U S A 2014; 111 (16) 5773-5777
• 12 Research Portfolio Online Report Tools (RePORT). National Institutes of Health. 2017. Available at: https://projectreporter.nih.gov . Accessed May 1, 2017
• 13 Culican SM, Rupp JD, Margolis TP. Retaining clinician-scientists: nature versus nurture. Invest Ophthalmol Vis Sci 2014; 55 (05) 3219-3222
• 14 Dana R, Miller JW. On the edge: the clinician-scientist in ophthalmology. JAMA Ophthalmol 2013; 131 (11) 1401-1402
• 15 Solomon SS, Tom SC, Pichert J, Wasserman D, Powers AC. Impact of medical student research in the development of physician-scientists. J Investig Med 2003; 51 (03) 149-156
• 16 Yin HL, Gabrilove J, Jackson R, Sweeney C, Fair AM, Toto R. ; Clinical and Translational Science Award “Mentored to Independent Investigator” Working Group Committee. Sustaining the clinical and translational research workforce: training and empowering the next generation of investigators. Acad Med 2015; 90 (07) 861-865
• 17 Collaborative Institutional Training Initiative. CITI Course in the Responsible Conduct of Research. Ethics in Science and Engineering National Clearinghouse; 2000
• 18 Summer Program in Clinical Effectiveness. Harvard School of Public Health. 2017. Available at: https://www.hsph.harvard.edu/clinical-effectiveness . Accessed May 1, 2017
• 19 Functions and Structure of a Medical School: Standards for Accreditation of Medical Education Programs Leading to the MD Degree. Liaison Committee on Medical Education. 2015. Available at: http://lcme.org/publications . Accessed May 1, 2017