• Open Access

Developing a Competency-Based Educational Structure within Clinical and Translational Science

Authors

  • Terri Collin Dilmore Ph.D.,

    1. Division of General Internal Medicine, Department of Medicine, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
    2. Center for Research on Health Care, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
    Search for more papers by this author
  • Debra W. Moore M.A.,

    Corresponding author
    1. Center for Research on Health Care, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
    2. Department of Psychology in Education, School of Education, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
    • Division of General Internal Medicine, Department of Medicine, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
    Search for more papers by this author
  • Zuleikha Bjork B.A.

    1. Division of General Internal Medicine, Department of Medicine, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania, USA
    Search for more papers by this author

Correspondence: DW Moore (dwm9@pitt.edu)

Abstract

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.

Ancillary