Publications by authors named "P Ianni"

The University of Michigan created the Practice-Oriented Research Training (PORT) program and implemented it between 2008 and 2018. The PORT program provided research training and funding opportunities for allied healthcare professionals. The program consisted of weekly didactics and group discussion related to topics relevant to developing specific research ideas into projects and funding for a mentored research project for those who submitted a competitive grant application.

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Clinical and translational research relies on a well-trained workforce, but mentorship programs designed expressly for this workforce are lacking. This paper presents the development of a mentoring program for research staff and identifies key programmatic outcomes. Research staff participating in this program were matched with a senior mentor.

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Objective: To provide reliability and validity data to support the clinical utility of Economic Quality of Life Measure (Econ-QOL) scores in caregivers of civilians and service members/veterans with traumatic brain injury (TBI).

Design: Cross-sectional survey study.

Setting: Three academic medical centers and a Veterans Affairs treatment facility.

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Well-designed, accessible short-term research training programs are needed to recruit and retain underrepresented persons into clinical and translational research training programs and diversify the workforce. The Michigan Institute for Clinical and Health Research developed a summer research program, training over 270 students in 15 years. In response to the 2020 COVID-19 pandemic, we pivoted swiftly from an in-person format to a fully remote format.

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Article Synopsis
  • The Research Objective Structured Clinical Exam (R-OSCE) was created to evaluate students' competencies in clinical and translational research during a 12-week summer program, aligning with National Center for Translational Science standards.
  • Twelve assessment stations were developed, with five as practice sessions and seven after the program, using a scoring rubric from 1-5 and trained raters for evaluation.
  • Results showed that most students scored developing competence or higher, enjoying the realistic tasks, although writing research questions and community engagement were areas needing improvement; the R-OSCE is suggested to provide valuable feedback for trainees and assessment of research education programs.
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