Developing a Competency-Based Educational Structure within Clinical and Translational Science
Article first published online: 18 APR 2013
© 2013 Wiley Periodicals, Inc.
Clinical and Translational Science
Volume 6, Issue 2, pages 98–102, April 2013
How to Cite
Dilmore, T. C., Moore, D. W. and Bjork, Z. (2013), Developing a Competency-Based Educational Structure within Clinical and Translational Science. Clinical and Translational Science, 6: 98–102. doi: 10.1111/cts.12030
- Issue published online: 18 APR 2013
- Article first published online: 18 APR 2013
- NCRR. Grant Number: 3 UL1 RR024153-04S2
- National Institutes of Health (NIH)
- competency-based education;
- curriculum development;
- graduate education;
- clinical and translational science
In the emerging field of clinical and translational science (CTS), where researchers use both basic and clinical science research methodologies to move discoveries to clinical practice, establishing standards of competence is essential for preparing physician–scientists for the profession and for defining the field. The diversity of skills needed to execute quality research within the field of CTS has heightened the importance of an educational process that requires learners to demonstrate competence. Particularly within the more applied clinical science disciplines where there is a multi- or interdisciplinary approach to conducting research, defining and articulating the unique role and associated competencies of a physician–scientist is necessary. This paper describes a systematic process for developing a competency-based educational framework within a CTS graduate program at one institution.