Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

2 results

  • Chapter 12 - Academic Family Planning and Sexual and Reproductive Health Collaborations

  • from Section II - Integration of Abortion into Graduate Medical Education
  • Edited by Uta Landy, University of California, San Francisco, Philip D Darney, University of California, San Francisco, Jody Steinauer, University of California, San Francisco
  • Book:
    Advancing Women's Health Through Medical Education
    Published online:
    30 July 2021
    Print publication:
    19 August 2021, pp 130-135

  • Summary

    This chapter describes many potential collaborations within and beyond the university environment to expand reproductive healthcare, rights, and justice. Academic partnerships should be created with colleagues from diverse medical specialties and health care disciplines to expand clinical care, education, research, and advocacy efforts. Collaborations with organizations beyond the university can ideally be integrated into academic institutions’ missions to serve the surrounding community and to advocate for people and policy change. These can also include expansion of and improvements in reproductive healthcare, education, research to identify barriers and approaches to overcome them, and advocacy with existing community partners.

  • Developing sustainable research careers for KL2 scholars: The importance of an inclusive environment and mentorship

  • Carrie L. Byington, Erin Rothwell, Trent Matheson, Rebecca Childs, Erin Wachs, Ruben Rocha, Maureen Murtaugh, David Turok, Anthea Letsou, Julie Shakib, Rachel Hess, Willard Dere
  • Journal:
    Journal of Clinical and Translational Science / Volume 1 / Issue 4 / August 2017
    Published online by Cambridge University Press:
    31 August 2017, pp. 226-228
    • Article
      • You have access
      • Open access
    • PDF
    • HTML
    • Export citation
  • Introduction

    The National Clinical and Translational Science Award (CTSA) Consortium 2.0 has developed common metrics as a collaborative project for all participating sites. Metrics address several important aspects and functions of the consortium, including workforce development. The first workforce development metrics to be proposed for all CTSA hubs include the proportion of CTSA-supported trainees and scholars with sustainable careers in translational research and the diversity and inclusiveness of programs.

    Methods and results

    The University of Utah Center for Clinical and Translational Science (CCTS), a CTSA hub, has been actively engaged in mentoring translational scientists for the last decade. We have developed programs, processes, and institutional policies that support translational scientists, which have resulted in 100% of our KL2 scholars remaining engaged in translational science and in increasing the inclusion of individuals under-represented in medicine in our research enterprise. In this paper, we share details of our program and what we believe are evidence-based best practices for developing sustainable translational research careers for all aspiring junior faculty members.

    Conclusions

    The University of Utah Center for Clinical and Translational Science has been integral in catalyzing interactions across the campus to reverse the negative trends seen nationally in sustaining clinician scientists. Our programs and processes can serve as a model for other institutions seeking to develop translational scientists.