This article uses Liberia’s national mental health program to explore how stakeholders make meaning of their work and how those meanings intertwine with various powers to shape program outcomes. We use interview data to analyze how the Carter Center (an INGO), Liberian government, and local mental health practitioners understood the program to address this stigmatized, often-ignored health issue. INGO officials emphasized personal connections, virtuous actions, and expertise in meaning-making, ideas intertwined with network, moral, and epistemic powers. Liberian government officials understood the program to be government directed but financially unaffordable, illustrating the government’s institutional authority but low economic power. Mental health clinicians perceived the program as a virtuous opportunity to gain expertise and economic advancement, although they used the power to exit when these aspirations were unrealized. This article illustrates that meaning-making cannot be divorced from actors’ various powers and that stakeholders’ failure to align meanings can undermine program outcomes.

A truism of modern organizational life is that organizations collaborate. They may collaborate to meet client needs, acquire resources, or gain legitimacy. They may be required to collaborate by funders, but have little direction beyond this basic mandate. In this situation, how do managers choose collaborative partners? What is important to them and when is it important? While institutional and resource-dependence theories emphasize environmental factors driving collaboration, only recently has attention has been given to factors individuals identify as important when making choices about who to collaborate with, and for what purpose. This study uses the repertory grid technique, an innovative method based on personal construct theory, to explore what is important in the minds of nonprofit managers when navigating the world of collaboration and partner selection. The results reveal that managers prioritize different traits when selecting partners depending on the type of collaboration. We conclude with a review of current collaboration theories, where the findings from this study support and deviate from them and offer five new propositions about the complex, situation-dependent nature of partner selection in the minds of nonprofit practitioners.

Legal reforms in California are reshaping archaeological education and professional training in ways that may soon warrant national attention. These changes challenge traditional pedagogical models, particularly in bachelor’s and master’s degree programs that have long served as entry points into cultural resource management (CRM) careers. Drawing on one of the most extensive surveys of CRM organizations in California, this article examines how employers are responding to this evolving landscape. The data reveal a demand for field experience, local familiarity, knowledge of relevant laws, and interpersonal skills. We contextualize these findings within broader efforts to reform training and research models in California and discuss tensions in this shifting terrain. We advocate for a new public archaeology that redefines training and professional pathways through collaboration, accountability, and a deeper commitment to the communities that archaeology serves.

Early career researchers have unique demands, many of which contribute to increased stress, decreased professional fulfillment, and burnout. Consequently, academic institutions and government organizations, such as the National Institutes of Health, are beginning to embrace structured coaching as a tool to support physician wellbeing. To date, such coaching programs have demonstrated promising results, but little is known about whether early career research faculty find coaching feasible, accessible, or helpful. To explore this question further, we developed a novel group coaching intervention for clinician researchers and scientific faculty at the University of Texas Southwestern Medical Center based on the concept of appreciative inquiry, grounding the program in a positive and hopeful approach to the challenges faced by clinicians and researchers. Results from our program indicate this intervention is feasible, satisfactory, and helpful, with participants reporting enhanced self-reflection and empowerment. Effective for a wide array of research faculty, our program brought together diverse faculty, fostered connections, and encouraged future collaborations among this translational group. This suggests that our program provides a foundational blueprint that can be used by other academic medical centers who aim to develop group coaching efforts.

Current evidence underscores a need to transform how we do clinical research, shifting from academic-driven priorities to co-led community partnership focused programs, accessible and relevant career pathway programs that expand opportunities for career development, and design of trainings and practices to develop cultural competence among research teams. Failures of equitable research translation contribute to health disparities. Drivers of this failed translation include lack of diversity in both researchers and participants, lack of alignment between research institutions and the communities they serve, and lack of attention to structural sources of inequity and drivers of mistrust for science and research. The Duke University Research Equity and Diversity Initiative (READI) is a program designed to better align clinical research programs with community health priorities through community engagement. Organized around three specific aims, READI-supported programs targeting increased workforce diversity, workforce training in community engagement and cultural competence, inclusive research engagement principles, and development of trustworthy partnerships.

Rutgers Health, Clinical Research Management (CRM) program with support from New Jersey Alliance for Clinical and Translational Science (NJ ACTS) provide scholarships to establish a “Clinical Research Experience” (CRE). The CRE focuses on building an entry-level Clinical Research Coordinator (CRC) workforce. The six-month precepted CRE is embedded in an accelerated master’s degree and demonstrates a skill-based approach to developing CRC resources. The CRE structure affiliated site collaboration; competency based curriculum objectives; standardized competency aligned on-boarding; and preceptor-evaluated performance. The experiential education is designed for academic medical centers (AMCs) to foster the development of qualified research coordinators. The CRE model supports “teach one, see one, do one” coupled with preceptor-evaluated feedback to cultivate clinical research competency.

Engaging, accessible, evidence-based interventions are needed to support the professional development of research mentors within the clinical and translational sciences. This article reports on the usage and impact of the University of Minnesota Clinical and Translational Science Institute’s online mentor training module, Optimizing the Practice of Mentoring (OPM). Among the 1,124 OPM users in our contemporary evaluation sample (Feb 2019–June 2022), retrospective pre-to-post gains were observed in respondents’ self-rated mentorship skills (11 items), perceptions of the overall quality of mentoring they provide, and mentoring confidence. A high proportion (83%) of users reported making or intending to make changes in their mentoring practices as a result of the training. Example behavior changes included a greater focus on aligning expectations, more proactive attention to the relationship (overall and its distinct phases), increased usage of active communication skills, adoption of tools such as Individual Development Plans, and ongoing self-reflection. Over a 10-year period, 4,011 unique individuals registered for the module, representing over 650 different institutions (a majority being affiliated with past or current Clinical and Translational Science Hubs). OPM has the versatility to be employed as a standalone, asynchronous approach for mentor development or as one curricular component of more comprehensive, multimodal programs.

New education and training opportunities are critical for the development of a diverse and highly skilled translational science workforce. In this special communication, the authors consider how Narratives of Discovery, an initiative to interview leading scientists about the sources of their creativity, can serve as a novel translational science teaching tool. Reporting on a project to map translational science principles onto nine Narratives of Discovery conducted to date, the authors demonstrate how translational science principles are manifested in the career trajectories of these scientists and propose that the narratives can serve as a formative model for trainees. Findings from systematic coding of the Narratives of Discovery suggest that the narrative format is particularly well suited to highlight translational science principles not well-addressed by existing education opportunities, including what it means for scientists to be creative and innovative, use bold and rigorous approaches, and prioritize diversity, equity, inclusion, and accessibility. Offering excerpts from the published Narratives of Discovery and quotations from the scientists themselves, the authors aim to create space for continued conversation about how to best crystallize the concepts of translational science and advance translational science education and training initiatives.

The potential for physicians, clinicians, and health professionals to contribute to the advancement of medical therapies through clinical research is significant. Yet, a lack of exposure to, or practical training in, the conduct of clinical research can inhibit health profession trainees from considering research careers, thus perpetuating the already limited influx of new talent. To enhance the sustainability of career pathways into research for all trainees, including those from traditionally underrepresented communities, trainees must experience early exposure to research concepts through robust training and hands-on opportunities. In 2015, the Duke Office of Clinical Research created a Research Immersion elective for Duke’s Master in Biomedical Sciences program, which prepares students for additional health professional training. The course trained students through didactic and practical experiences, with a unique interprofessional mentorship team including both principal investigator and clinical research professional mentors. Following eight cohorts of iterative course optimization, students’ confidence increased in all 24 research competencies assessed. A cross-sectional analysis of post-course outcomes in May 2024 revealed 40.4% of students had continued in research after the program and 60.6% had continued their health professions education. We attributed this success to applied learning and clear expectations and guidelines to support the mentor-student relationship.

A clinical and translational scientist (CTS) often seeks to increase their knowledge of statistical topics to effectively conduct biomedical research studies. A common method for obtaining this knowledge is through existing online educational materials that are suggested by a biostatistical collaborator or identified by the CTS. However, the volume of available educational materials on diverse statistical topics makes the task of identifying high-quality educational resources at an appropriate level challenging and time consuming for CTSs and collaborative biostatisticians. In response to these challenges, the Biostats4You website was created, where existing online educational materials for a variety of statistical topics are vetted to identify those most appropriate for CTSs. In this manuscript, we describe the resource review process, provide information about statistical topics and resources currently available, and make recommendations for how CTSs and collaborative biostatisticians can utilize the Biostats4You website to improve training, mentoring, and collaborative research practices.

Clinical research professionals (CRPs) are integral to the academic medical center workforce, research operations, and daily clinical research tasks; however, due to inconsistent training, there is a shortage of qualified CRPs. The Joint Task Force for Clinical Trial Competency created a competency framework for CRPs, which has demonstrated positive results from various institutions, but training programs have been limited in standardization, replicability, and dissemination. To improve this, we designed the University of Texas Southwestern (UTSW) Medical Center Clinical Research Foundations (CRF) training program, which is a competency-based online self-paced CRP training curriculum hosted via the Collaborative Institutional Training Initiative (CITI) portal. We examined feasibility, acceptability, and uptake of the UTSW CRF training on an institutional scale and were pleased to find this curriculum is not only feasible but has high levels of acceptability. Furthermore, faculty, clinicians, and trainees voluntarily completed this training program indicating utility across diverse groups. The UTSW CRF combines the existing CITI training modules with UTSW-created material, providing an optimal balance between generalized clinical research education and institutionally tailored content. We believe the UTSW CRF curriculum could serve as a plug-and-play foundational model for other research centers to tailor according to their audience and institutional needs.

To evaluate the design of I-Corps@NCATS as a translational scientist training program, we mapped specific elements of the program’s content and pedagogy to the characteristics of a translational scientist, as first defined by Gilliland et al. []: systems thinker, process innovator, boundary spanner, team player, and skilled communicator. Using a mixed-methods evaluation, we examined how the I-Corps@NCATS training program, delivered across twenty-two Clinical and Translational Science Award Hubs, impacted the development of these key translational scientist characteristics.

The University of California (UC) Davis Clinical and Translational Science Center has established the “Join the Team” model, a Clinical Research Coordinator workforce pipeline utilizing a community-based approach. The model has been extensively tested at UC Davis and demonstrated to generate a viable pathway for qualified candidates for employment in clinical research. The model combines the following elements: community outreach; professional training materials created by the Association for Clinical Research Professionals and adapted to the local environment; financial support to trainees to encourage ethnic and socioeconomic diversity; and internship/shadowing opportunities. The program is tailored for academic medical centers (AMCs) in recognition of administrative barriers specific to AMCs. UC Davis’s model can be replicated at other locations using information in this article, such as key program features and barriers faced and surmounted. We also discuss innovative theories for future program iterations.