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Clinical Research Courses and Certifications

Learn Clinical Research, earn certificates with paid and free online courses from Harvard, Stanford, University of Michigan and other top universities around the world. Read reviews to decide if a class is right for you.

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Understanding Clinical Research: Behind the Statistics

If you’ve ever skipped over`the results section of a medical paper because terms like “confidence interval” or “p-value” go over your head, then you’re in the right place.

• 1 day 3 hours 11 minutes
• Free Online Course (Audit)

Improving Healthcare Through Clinical Research

On this free online course, find out how medical treatments are discovered, tested and evaluated to improve healthcare for all.

• FutureLearn
• 4 weeks, 4 hours a week

What is Health Research?

Explore the world of health research and the role volunteers play in transforming treatments and improving health care.

• 3 weeks, 3 hours a week

Current Regulatory Requirements for Conducting Clinical Trials in India

Learn about the regulatory requirements for conducting clinical trials in India with this 7-hour material from NPTEL.

• Free Online Course

Thinking Critically: Interpreting Randomized Clinical Trials

Stanford University's 1-week course enhances critical appraisal skills for clinical research papers, improving clinical practice and research quality. Offers 2.0 AMA PRA Category 1 Credits™.

• 1 week, 2-3 hours a week

Design and Interpretation of Clinical Trials

Learn how to design and interpret clinical trials in this 6-week course from Johns Hopkins University. Explore terminology, common designs, analysis, and ethical considerations.

Translating Research to Patients

Explore the value of clinical trials and research translation in this 3-week course by the University of Michigan. Learn about ethical conduct, IRB roles, and FDA regulations.

• 6 hours 18 minutes

Clinical Trials Operations

Johns Hopkins University offers a 17-week course on clinical trials operations, covering design, management, data handling, and results presentation, with a focus on ethics and regulatory compliance.

• 17 weeks, 3 hours a week
• Paid Course

Design and Conduct of Clinical Trials

Learn to design and conduct clinical trials with Johns Hopkins University's 4-week course. Gain skills in bias control, trial stages, defining outcomes, ethical issues, and participant recruitment.

• 4 hours 12 minutes

Clinical Trials Data Management and Quality Assurance

Learn to manage and assure quality of clinical trial data with Johns Hopkins University's 4-week course. Master data collection, management, assembly, performance monitoring, and intervention management.

• 6 hours 35 minutes

Clinical Trials Management and Advanced Operations

Learn advanced clinical trials management, including protocol events, regulatory affairs, standardization, and evidence synthesis in a 5-week course from Johns Hopkins University.

• 4 hours 58 minutes

Clinical Trials Analysis, Monitoring, and Presentation

Learn advanced operational skills for clinical trials, including sample size computation, trial monitoring, results reporting, and analysis in this 4-week course by Johns Hopkins University.

• 4 hours 42 minutes

Data Management for Clinical Research

Learn practical methods for planning, collecting, storing, and disseminating data in clinical research. Increase productivity and improve your science. Vanderbilt University. 6 weeks.

• 17 hours 25 minutes

Partnering with the Public and Patients in Medical Research

Stanford's 5-week course explores the benefits of patient-researcher partnerships in medical research, fostering inclusivity and respect. Learn from global experts and improve research outcomes.

• 5 weeks, 1-2 hours a week

Advanced Knowledge and Skills of Originator and Biosimilar Biologics: For Health Care Providers

Developed by leading researchers and clinicians from across Canada, this course will enhance knowledge and skills for clinicians who are using or beginning to use a biosimilar or biologic medicine in their professional practice setting.

• 16 weeks, 3-6 hours a week

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Foundations of Clinical Research

This Harvard Medical School six-month, application-based certificate program provides the essential skill sets and fundamental knowledge required to begin or expand your clinical research career.

Global Clinical Scholars Research Training

This Harvard Medical School one-year, application-based certificate program provides advanced training in health care research and methods.

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Stanford Online

Epidemiology and clinical research graduate certificate.

Stanford School of Medicine , Stanford Center for Health Education

Get Started

“From providers and patients developing treatment plans to governments creating policies affecting the lives of millions, we depend on evidence from scientific research that is rigorous, credible, and valid to make informed decisions.”—Meta-research Innovation Center at Stanford

Collecting, analyzing, and interpreting data is a cornerstone of modern medicine, helping us to improve the lives of people around the planet by diagnosing, treating, and preventing human diseases. This enterprise requires multidimensional thinkers who combine statistical know-how and a strong understanding of research methods and medicine.

The Epidemiology and Clinical Research Graduate Certificate provides students the knowledge and skills essential to patient-oriented clinical research. You will learn how to critically evaluate a published paper, conduct peer review of a research manuscript or grant, develop a study protocol for an observational or clinical trial, develop an analytic approach appropriate for the proposed study, and conduct data analysis and interpret its results.

Topics Include:

• Design of epidemiologic studies
• Statistical analysis medical applications
• The basics of probability and statistical inference
• Beginning and intermediate R and SAS programming
• Theory of clinical research
• Phases of clinical trials

The Epidemiology and Clinical Research Graduate Certificate is offered by the Epidemiology and Population Health Department at Stanford School of Medicine—a leader in cancer epidemiology, infectious disease epidemiology, neuroepidemiology, cardiovascular disease epidemiology, musculoskeletal disease epidemiology, and epidemiologic methods.

Required (complete 3)

• Online, instructor-led

Elective (complete 1)

How Much It Will Cost

How long it will take.

• Complete four graduate courses within 3 academic years. Three from the required course list and one elective.
• Your time commitment will vary for each course. You should expect an average of 15-20 hours per week for the lecture and homework assignments.
• On average students complete the program in 9 months, but students may opt for a longer period of time

What You Need to Get Started

Before enrolling in your first graduate course, you must complete an online application .

Don’t wait! While you can only enroll in courses during open enrollment periods, you can complete your online application at any time.

Once you have enrolled in a course, your application will be sent to the department for approval. You will receive an email notifying you of the department's decision after the enrollment period closes. You can also check your application status in your my stanford connection account at any time.

Learn more about the graduate application process .

What You'll Earn

You’ll earn a Stanford Graduate Certificate in Epidemiology and Clinical Research when you successfully earn a grade of B (3.0) or better in each course in the program.

With each successful completion of a course in this program, you’ll receive a Stanford University transcript and academic credit, which may be applied to a relevant graduate degree program that accepts these credits. If admitted, you may apply up to 18 units to an applicable Stanford University master’s degree program (pending approval from the academic department).

This Stanford Graduate Certificate is accredited by the Western Association of Schools and Colleges Senior College and University Commission (WSCUC).

Graduate Certificates are delivered as a digital credential document, verified on the blockchain. You’ll be able to share your accomplishments, verify your credential, and communicate the scope of your acquired expertise.

What You Need to Apply

• Students are encouraged to take these classes in sequence, as each class builds on the previous classes; however, we will consider students who wish to take only one class – in such cases, students may be required to demonstrate knowledge of prerequisite material.
• A conferred Bachelor’s degree with an undergraduate GPA of 3.0 or better.

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About the Clinical Trials Certificate Program

Clinical Trials are a key tool in the evaluation of new strategies for prevention and treatment of disease. This certificate program focuses primarily on the design and analysis of randomized clinical trials for evaluation of licensed and non-licensed medical products and other health interventions, the regulatory framework for the conduct and evaluation of data from clinical trials, and ethical principles for the conduct of clinical trials.

Educational Objectives

After completing the certificate, students will be able to:

• Summarize the history of clinical trials and describe the role they play in evaluation of health interventions;
• Explain the key differences, advantages and disadvantages of experimental versus observational study designs;
• Develop a protocol, consent statement, monitoring plan and data collection plan for a clinical trial;
• Review and critique manuscripts presenting the results of clinical trials using CONSORT guidelines; and 
• Explain the key ethical principles regarding the design, conduct and analysis of clinical trials

Curriculum for the Clinical Trials Certificate Program

Please visit our Academic Catalogue to see the full certificate curriculum requirements. Please also review the certificate completion requirements .

Admissions Requirements

Degree students.

The certificate program is open to graduate students currently enrolled in any division of the Johns Hopkins University, with the exception of MAS students, who are not eligible to apply until they have completed their primary degree program. 

Applying to the certificate program as a JHU graduate student:

Applicants who are already enrolled in graduate programs at JHU must submit a short letter of interest and CV/resumé to the Certificate Program Contact, and complete a Declaration of Intent form  prior to starting coursework. 

Eligible Start Terms :

Email Certificate Program Contact

Non-Degree Students

Students with at least a baccalaureate degree from an accredited college or university and a strong academic record are eligible for admission to this certificate program.

1st and 3rd

Applying to the certificate program as a non-degree student:

Applicants who are not currently enrolled in a graduate program at JHU are required to apply to certificate programs using SOPHAS Express . All non-degree applicants should review the general Certificates Admissions page for instructions on how to apply to a certificate program.

Prerequisites or special requirements

Application for Non-Degree Students

Information regarding the cost of tuition and fees can be found on the Bloomberg School's Certificate Programs Tuition page .

Financial Aid Eligibility: U.S. citizens and U.S. permanent residents enrolled in this certificate program may be eligible to apply for Title IV financial aid. Please contact the  JHU Office of Student Enrollment and Account Management (SEAM) for more information.

Questions about the program? We're happy to help.

Sponsoring Departments Epidemiology

Certificate Program Contact Sheila Small [email protected]

Faculty Sponsor Ann-Margret Ervin

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NIH Extramural Nexus

NIH Online Clinical Research Courses are Now Open

22 comments.

Want to gain knowledge in clinical research and pharmacology? Start learning now through the FREE self-paced courses offered by the NIH Office of Clinical Research .

Introduction to the Principles and Practice of Clinical Research

This course trains participants on how to effectively and safely conduct clinical research.Topics covered in the course include: study design, measurement, statistics, ethical, legal, monitoring, and regulatory considerations, preparing and implementing clinical studies, additional study designs and more. Both the course and registration for the 2018-2019 course year are now open through June 30, 2019. Please visit the IPPCR website . (Note that this course is not intended to be a replacement for required training in the protection of human subjects.)

Principles of Clinical Pharmacology

This course covers the fundamentals of clinical pharmacology as a translational scientific discipline. The course consists of approximately 50 lectures by thought-leaders from around the world. Topics covered in the course include: pharmacokinetics, drug metabolism and transport, drug therapy in special populations, assessment of drug effects, drug discovery and development, pharmacogenomics and pharmacotherapy. Registration for the 2018-2019 course year is now open through June 30, 2019. Please visit the PCP website .

RELATED NEWS

I need an NIH certificate for extra mural research

It is not entirely clear what you are looking for. If it is a course certificate for Protecting Human Research participants course, unfortunately, NIH no longer offers its Protecting Human Research Participants course and we do not plan not plan to provide an alternative course (see announcement https://grants.nih.gov/grants/guide/notice-files/NOT-OD-18-221.html ).

Institutions seeking to fulfill the requirement ( https://grants.nih.gov/grants/guide/notice-files/NOT-OD-00-039.html ) for education in the protection of human research will need to use another training program or develop a program to meet the requirement. NIH does not specify or endorse any specific educational programs.

For the course “Introduction to the Principles and Practice of Clinical Research”, it says above that “Both the course and registration for the 2018-2019 course year are now open through June 30, 2019.”, but when I got to the IPPCR website, it says that the registration is closed. Appreciate your response.

The NIH Office of Clinical Research is making some improvements to their technical system to prepare for the upcoming course year, and with the course registration closing in under 2 weeks, they decided to close it a little early to allow for these changes. If you have any other questions or concerns please contact [email protected] .

I would like to inquire courses offered in clinical research

Visit the NIH Office of Clinical Research website for more information on clinical research courses: https://ocr.od.nih.gov/clinical_research_training.html

I WANT TO APPLY FOR CLINICAL RESEARCH CERTIFICATE COURCE FREE ONLINE

I want to learn clinal research

I would like to enroll for clinical course this year,Is it open to register now.

hi would like to enroll for this course

Will I be provided a certificate after completing the course? Is it free or paid?

Hi, I would like to enroll in a clinical trial course

Hi! When I try to access the page, it says “Access Denied”. I already completed all the sign-up requirements.

Hi, please contact [email protected] for help with this issue.

same problem

Will I be able to apply for jobs with this free “Clinical Research” course certificate?

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Clinical Research Certification

Clinical research training.

Our clinical research training program s have supported over 22,000 members in the past 7 years. CCRPS clinical research courses   are used by students at 1,200+ organizations, 6 governmental agenies, and 308 universities. Graduates of our clinical research certification have worked at over 1,600 different organizations including all major known CROs and 23% of our graduates have obtained managerial or higher level roles (2024 CCRPS LinkedIn Graduate Survey).  We offer personalized  clinical research career coaching  after clinical research course completion.  See April 2024 Graduate Case Studies .  

We have major clinical research training accreditations including Transcelerate Biopharma, ACCRE, and offer CME for physicians, nurses, and pharmacists through AMA, ANCC, and ACPE.  We are a candidate to become a federally-qualified institution with MSA-CESS. 

We are dedicated to our evidence-based and practice-based education philosophy to help you  learn clinical research  through simply great content unlike what you may have seen before. Clinical research training is self-paced, online, on-demand so you can start today and finish on the go with our mobile app. Speak to our 24/7 chat team or book with a course advisor to see which path is best for you. 

Speak to Course and Career Adviser Liz 

CCRPS Course Catalog

Advanced Clinical Research Coordinator Certification (ACRCC)

Advanced Clinical Research Coordinator Certification (ACRCC) - Triple-Accredited I 200 Hours I Online I Instant Enrollment I Dual ICH GCP w/ E6 and Advanced CRC Certification I 1+ Week Certification I Tuition with 2-4 Month Payment Plans

Advanced Clinical Research Associate Certification (ACRAC)

A Clinical Research Associate (CRA) assists in the monitoring and compliance of clinical trials. Clinical research associate certification is the leading, accredited, internationally-recognized CRA certification program available online.

Advanced International Pharmacovigilance and Argus Safety Certification (APVASC)

Pharmacovigilance Certification - Advanced Pharmacovigilance & Argus Safety Certification (APVASC) ACCRE Accredited I 180 Hours I Online I Instant Enrollment I I I Globally Recognized I 1 Wk Certification

Advanced ICH GCP Certification (AGCPC)

ICH GCP Certification - The most advanced ICH GCP training available I 50 Hours I On-Demand I Biopharma Recognized I 15+ Modules I Instant Enrollment I 1+ Day Certification I

Advanced Clinical Trial Assistant Certification (ACTAC)

Advanced Clinical Trials Assistant Certification (ACTAC) I Industry-Recognized CTA Training I 100 Hours I On-Demand I Accredited I 25+ Modules I GCP & E6 R2 Complaint I Instant Enrollment I 1+Wk Certification I

Advanced Clinical Research Project Manager Certification (ACRPMC)

Advanced Clinical Research Project Manager Certification provides 150 hours of advanced clinical trials and project management training for clinical research professionals looking to get into managerial roles in the industry.

Advanced Principal Investigator Physician Certification (APIPC)

Industry-Recognized PI Training I Modifiable courses based on prior experience I On-Demand I 17.5 CME I 100+ Modules (only review those you don't know) I GCP Complaint I Instant Enrollment I 1D-2 Wks for Certification

Advanced Physician Medical Monitor Certification (APMMC)

Advanced Physician Medical Monitor Certification (APMMC) Triple-Accredited I Written by Physicians I 17.5 CME AMA/ACCME I 250 Hours I 100+ Modules I GCP Complaint I Instant Enrollment I 2+Wk Certification I

CCRPS Clinical Research Community

CCRPS Reviews

CCRPS Graduate Case Studies April 2024

We’re thrilled to share more graduate case studies from graduates of our program. We value full transparency so full case study transcripts and videos will be available at your request. Please email our case study interviewer Courtney Fulkerson, a clinical research project manager herself, at [email protected] if you have any questions about this process.   

Need help deciding on a course or motivating yourself to finish your current course? We want to help you succeed. Speak with our course advisor in clinical research field herself, Liz. Schedule course and career advising session today (email [email protected] your resume before meeting). 

1. From IMG to Clinical Research Coordinator at Columbia University: “ This course not only met but exceeded my expectations with its thorough curriculum and insightful modules.” -Lisa-Pierre ( view full case study )

2. From IMG to Clinical Research Coordinator “The hands-on activities integrated throughout the course really helped solidify my understanding of complex concepts.” - Unber Mahmood ( case study summary )

3. Promoted to Senior Startup Specialist in Clinical Trials : “I appreciate how the course was structured—very interactive and engaging from start to finish.” - Justin Scott Brathwaite  ( transcript summary )

 4.  From Physical Therapist to Clinical Researcher:  “The in-depth content and expert instructors provided me with invaluable insights into the field.”  - Celia Moon ( case study summary )

5.  ICH GCP Usability Confidence :   “Thanks to this course, I feel more competent and confident in my role.” - Stephanie ( case study summary )

6.  Enjoyed Clinical Research Training through Examples  “The real-world examples used throughout the course were incredibly useful for applying theory to practice.”  -Marta Marszalek ( view full case study )

7.  From Clinical Research Receptionist to Certified Study Coordinator with CCRPS:   “I highly recommend this course for its comprehensive approach and practical applications.”  - Katie Decker ( view full case study ) 

8.  From International CRC to U.S. Lead CRC and CRA:   “The flexible online format allowed me to balance my studies with my professional commitments seamlessly.” - Aishwarya Sukumar  ( view full case study )

9.  Learning to Lead Safety Associate: "The course materials were clear, well-organized, and directly applicable to my work.” - Renata Noronha ( view full case study )

10.  From IMG to securing roles as a CRC, CRA, and now a project manager: “Joining this course was a pivotal step in my career advancement.”  - Dr. Vrushali Borawak ( view full case study )

11.  From Physician to Confident Drug Safety Specialist:  “The course provided a robust foundation in the field, which was critical for my professional development.” - Rabiea Bilal ( view full case study )

12.  From plant biologist to clinical recruitment administrative coordinator : “This program is a gateway to extensive knowledge and skills in a supportive learning environment.”  -Olajumoke Owati  ( view full case study )

13.  From International PV Roles To North American Market Success: “The detailed modules prepared me excellently for real-world applications.” - John Vinil ( view full case study )

14.  From Educational Research to Clinical Trials Project Manager:   “I was able to immediately apply what I learned in the course to my job. ” - Rose Hyson ( view full case study )

15.  From Masters in Health Safety to Clinical Researcher:   " I will say quality of delivery, quality of the materials.   - Ossai Opene  ( view full case study )

16.  ICH GCP made her more confident in research:  "this course just overall did a really good job going in depth, which I feel like wasn't just, it wasn't just covered just for the sake of covering content" -  Aastha Shah  (view full transcript)

17.     From Grant Program Manager to Leading Clinical Trials at UCSF :  "it really did a great job of the full scope of clinical research from start to finish.  Since completing the course, I've received a promotion at work. "  -Hannah Fischer  (view HF clinical research training case study)

18.   From Clinical Research Intern to Regulatory Affairs Associate at UPenn: "I would say since then. I've completed this course. It's helped me get my job in regulatory affairs at a clinical research site." - Scott Boyle   (view SB full case study)

19.   From Clinical Research Monitor to Chief Medical Officer for CRO: " And CCRPS has a a complete, you have a really, really good approach to that. Because that is what we offer to our sponsors, quality and safety, because we are all physicians."   - Maria Lopez (full case study report pending)

18.   From International Pharmacist to Pharmacovigilance:   The pharmacist detailed challenges becoming a pharmacist in the US and choosing CCRPS for flexibility. Certification benefits were gaining clarity on research topics and standing out for clinical research roles.   - Ijeoma Osunwa   (full case study report pending)

Clinical Trials Management and Regulatory Compliance

On this page, a competitive advantage you can take to work.

Courses in the Clinical Trials Management and Regulatory Compliance certificate use real-world clinical trials to reinforce your foundational knowledge and accelerate your career in clinical research with hands-on training.

Learning objectives:

• Understand the entire clinical trials process from the perspective of both the clinical study site and the sponsor or monitor
• Consider and maintain regulatory compliance practices and the ethical standards of clinical research
• Initiate clinical research studies, apply monitoring methods, and write documents and reports

Clinical Trials Management Program Structure

• The program consists of six core requirements  with a flexible sequential course progression
• Students can complete the certificate in as little as nine months to three years
• Class sizes range from ten to twenty students per course
• Classes are offered remotely with live, interactive, synchronous sessions

Online course format

• Each course is five weeks in length
• All online courses begin on a Monday with a full week of self-study activities in Canvas, our learning management system
• Weekly, self-paced learning and materials are time-sensitive and must be completed within required timeframes
• Weekly, self-paced learning in Canvas leads to one synchronous session per week
• When registering for a course, "Online self-paced" refers to the course's beginning and end dates, "Online fixed dates" refer to synchronous sessions.
• Synchronous sessions are conducted through Zoom
• Attendance to synchronous sessions is mandatory

Boost Your Career Today

Core courses.

Core courses allow students to build the skills and knowledge to initiate clinical research studies, apply monitoring methods, and write documents and reports, while understanding and abiding by FDA regulations and International Conference on Harmonization (ICH) guidelines. Each of the six core courses is required to complete the certificate program.

Good Clinical Practices

This course provides an introduction to good clinical practice (GCP) in clinical research according to FDA regulations and International Conference on Harmonization (ICH) guidelines.

Topics include:

• Conducting clinical trials in accordance with GCP
• Regulations established by state, federal, and international regulatory bodies
• The roles and responsibilities of investigators, sponsors, monitors, and auditors

The Drug Development Process

This course provides an overview of the drug development and clinical trials processes.

• The discovery of new molecules
• How discoveries become drugs or devices
• The purpose of clinical and pharmaceutical research and development
• The economics of drug development
• Cost/benefit analyses in clinical development
• Phase I-IV clinical trials and an introduction to the special problems of each phase

Statistical Concepts for Clinical Research

This course introduces basic statistical concepts, such as hypothesis testing, the meaning of P value, and power determination. Other concepts with particular relevance to clinical research design and monitoring-such as the importance of randomization and randomization procedures, stratification, crossover designs, non-randomized concurrent control studies, and the use of historical controls-will also be introduced.

Fundamentals of Site Management

This course covers the process of coordinating and managing a clinical study from the perspective of the study site. Students will learn the essentials of coordinating and managing the day-to-day operations of a clinical research study, from planning site logistics and constructing timelines for the study-initiation visit to closing out a study. The course will focus on the operational, interpersonal, and data-management aspects of the process.

Fundamentals of Clinical Monitoring

The purpose of this course is to introduce you to the process and procedures of monitoring a clinical trial as a clinical research associate working for a pharmaceutical or device manufacturer (known as the sponsor).

• The course is focused on trials conducted under U.S. FDA applications (INDs and IDEs).
• The process of monitoring begins with creating a risk-based monitoring plan and progresses through selecting qualified investigators, executing the assessments defined in the monitoring plan, changing the plan and actions when problems and issues are identified, and closing the sites as their study participation concludes.

Sponsors follow Standard Operating Procedures for monitoring clinical trials, which are based on the FDA regulations as found in 21 CFR, Parts 11,50, 54, 56, 312 and 812 and in guidance documents, such as the International Conference on Harmonization (ICH) Guidelines for Good Clinical Practice (GCP) E6 and Oversight of Clinical Investigations — A Risk-Based Approach to Monitoring.

Project Management and Leadership in the Healthcare Industry

This course focuses on advanced strategic, operational, and project management topics in clinical research with an emphasis on increasing efficiency and quality at all levels of the process.

• Allocating staff and resources effectively
• Assessing financial and regulatory implications from a business perspective
• Developing, negotiating, and managing comprehensive clinical trials budgets
• Managing timelines
• Leading and motivating effective teams

Ready to Accelerate Your Career in the Clinical Trials Industry?

Enroll in the Clinical Trials Management and Regulatory Compliance certificate program at UChicago.

• Non-Credit Certificate Program in Clinical Trials Management and...
• Global Clinical Research: The Process from Start to Finish
• New Frontier in Patient Recruitment

Boston University Academics

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• MS in Clinical Research

For more information, please visit the Graduate Medical Sciences website .

The Master of Science in Clinical Research is a rigorous program that meets the needs of health professionals engaged in the full spectrum of patient-oriented research. This flexible degree program is designed for a variety of professionals, including physicians who will plan and oversee translational research and clinical trials; research nurses; study coordinators; managers in clinical research and site management organizations (CROs and SROs); and professionals in the pharmaceutical, biotechnology, and medical device industries.

Learning Objectives

Upon completion of the MS in Clinical Research , students are expected to:

• Demonstrate the ability to design and conduct clinical research, analyze results, and answer a research question.
• Demonstrate the ability to read and critique the clinical research literature.
• Present clinical research findings (from literature or their own research) to peers.

Our Mission

Inspire, Instruct, Innovate. The MS in Clinical Research program is dedicated to the discovery, development, and application of knowledge as it pertains to all areas of clinical research. Our mission is to foster an engaging and effective educational environment that promotes the pursuit of outstanding teaching and learning through formal classroom and practical training. With established collaborative relationships with pharmaceutical, biotech, and academic institutions, students are provided with unique opportunities to pursue clinical research in areas that are of personal and professional interest.

We hope that the information you receive about our program encourages you to pursue your graduate degree in clinical research with us. If you are interested, click here to get your application started. We accept applications for both September and January start dates.

Degree Requirements

The program consists of three components:

• Minimum of 32 graduate units; 22 required and 10 elective
• Clinical research practicum; hands-on involvement in a clinical research project
• Capstone Project; clinical research project resulting in a written research paper

Master of Science in Clinical Research degree candidates are required to complete all of the following:

A minimum of 32 units at the graduate level across four terms. These must include the following 22 units of required coursework:

• GMS CI 631 Management of Clinical Trials (4 units), spring term
• GMS CI 640 OL Regulatory and Compliance Issues (4 units), spring term
• GMS CI 670 Biostatistics with Computing (4 units), fall term
• GMS CI 675 Designing Clinical Research Studies (4 units), fall term
• GMS CI 790 Seminar in Clinical Research (2 units), spring term
• GMS CI 794/795 Practicum in Clinical Research (2 units), fall or spring term
• GMS CI 804/805 Research (2 units), fall or spring term

A minimum of 10 units in elective coursework: A wide variety of courses offered in Graduate Medical Sciences will count toward elective units. A minimum of 10 units must be taken as electives or directed study. Up to 4 units across two terms may be taken as the practicum or for research. Students who have completed one or more of the required courses before matriculation may acquire “advanced standing” for that requirement. “Advanced standing” means that the student may waive the requirement but would need to replace the course requirement units by taking an elective course(s). The student would not need to retake the course requirement. To waive a course requirement, students must speak to their academic advisor and complete/submit a “Petition for Approval of Advanced Standing.” No transfer units from other BU departments or institutions will be accepted.

Completion of a minimum of 240 hours of a practicum in clinical research is required for the degree. The goal of the practicum component is to provide the student hands-on exposure to clinical research. The student will work with a mentor and will be actively involved in the development, execution, and evaluation of a clinical research project or projects. During the practicum, it is expected that the student will be exposed to some or all of the following: clinical research planning, protocol preparation, interaction with Institutional Review Boards, regulatory requirements, selection of subjects/patients for the clinical trial, study monitoring, and data analysis. The practicum may be completed with a mentor who is actively conducting clinical research studies within a clinical research or hospital setting. It may also be performed under the direction of a clinical research professional within a drug, device, or biotechnology company, a clinical research organization (CRO), or site management organization (SMO) actively involved in clinical trials.

Capstone Project  

Students in the MSCR program are required to complete a capstone project that provides a culminating experience and applies the principles and methods learned in the coursework to a real-life clinical study.

The goal of the capstone project is to demonstrate the student’s understanding of the clinical research process from both a theoretical and a practical point of view. Students conduct their capstone research in a wide variety of settings, including academic medical centers and local drug or device companies.

Students generally identify their capstone mentor and develop their capstone proposal while they are completing their coursework or practicum. The capstone project must involve the analysis and interpretation of data. Students are encouraged but are not required to conduct primary data collection. Once the final draft is approved, the student gives a short oral presentation on their capstone project to the readers, capstone mentor, MSCR students and faculty members, and any other interested parties. The purpose of the oral presentation is to demonstrate the student’s ability to (1) describe clearly the capstone topic, methods, and results, (2) demonstrate their understanding of study design and analytic principles and methods, and (3) place their research into a clinical context.

Additional Information

Students are required to abide by the rules and regulations of Graduate Medical Sciences:

• Units toward a degree will only be obtained from a passing grade (A to B–).
• Grades of I and C+ or lower are interpreted as failures. A student receiving such grades in a total of 8 unit hours may be terminated. A student receiving a failing grade will not be permitted to take a makeup examination.
• A degree candidate, after completing all departmental course requirements, must register each regular term as a continuing student and pay the continuing student fee until all remaining degree requirements are completed.

Please visit the Graduate Medical Sciences website at bumc.bu.edu/gms to view detailed administrative policies and procedures.

Study Options

The MSCR program can be completed on either a part-time or full-time basis depending on the student’s goal. Most of the courses take place in the late afternoons or early evenings to accommodate those who work during the day.

The program is designed so that a full-time student may complete their coursework in one academic year, including summer. Practicum and capstone components of the program should begin near completion of the coursework and the time frame for finishing them will be determined on a student-by-student basis by the program director or assistant director. A full-time student is enrolled in 12–18 units per academic term (fall and spring).

Part-time students must register for at least 4 but not more than 11 units each academic term until all course requirements are fulfilled.

Continuing Student

Students who have completed all departmental course requirements (32 units) must register each subsequent term as continuing students until all requirements for the degree have been completed.

Nondegree Option

A number of individuals with an accredited bachelor’s degree or its international equivalent, who are uncertain as to whether they want to enroll in MSCR, have the option of taking a few of the MSCR courses as a nondegree student, and may then make their decision about completing the MSCR application process. We allow the transfer toward the MSCR degree of up to 2 MSCR courses (8 units) taken as a nondegree student. Applicants must submit a copy of the Application for Admission, indicating the specific objectives of the studies/courses sought. In addition, the applicant must submit (with the application) the nonrefundable application fee. Nondegree applicants are not eligible for University sources of financial aid or aid that requires matriculation in a degree program.

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OCRECO Home > Clinical Research Education

OFFICE OF CLINICAL RESEARCH EDUCATION AND COLLABORATION OUTREACH

Clinical research education.

• Funding Opportunities

One of NIH's goals is "to develop, maintain, and renew scientific, human, and physical resources that will ensure the Nation's capability to prevent disease." Training and education are the means to provide these capabilities. The Office of Clinical Research Education and Collaboration Outreach has the responsibility for courses which provide clinical research training for the spectrum of investigators and others involved in clinical research.

• Introduction to the Principles and Practice of Clinical Research
• Principles of Clinical Pharmacology
• Ethical and Regulatory Aspects of Clinical Research
• NIH Summer Course in Clinical and Translational Research
• NIH-Duke Master's Program
• Sabbatical in Clinical Research Management

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Home   >   Education & Training  > Essentials of Clinical Research Course

Essentials of Clinical Research Course

The Essentials of Clinical Research course is designed for Stanford and CTSA-affiliated faculty and staff engaged in clinical research and consists of 10 sessions. 

Email our Education & Training team

Registration for 2024 On-Demand Essentials of Clinical Research will be available starting June 1.

Register Here

2025 LIVE Course Thursday, 4 – 6pm, Jan. 10- Mar. 21, 2025

This course provides an overview of basic principles of clinical research design, including biostatistics; study design and interpretation of diagnostic and predictive test studies; and required and desired elements of clinical trial protocols. Participants will be introduced to the regulatory aspects of clinical research conduct and oversight, Good Clinical Practice (GCP) principles, and ethical dimensions of clinical research.

Course Details

The On-Demand Essentials of Clinical Research will be available starting May 6, 2024. These are the recorded seminars from Jan – Mar 2024. This information is for learning purposes only. An evaluation is requested at the end of the course. Presentations and resources are available. A certificate will not be issued.

Registration open for the 2024 Essentials of Clinical Research  The course will be held in person with zoom option for our out-of-state participants. Note, the course takes place from 4:00 – 6:00p pacific time. While the course is recorded for course participant viewing, participants should plan to attend the LIVE sessions. Enrolled participants may be dropped from the course if there are more than 3 absences. Please complete the knowledge tests and evaluations within the allotted time frame to receive a course completion certificate, and CME credit, if offered. Continuing Medical Education (CME) credit is applicable towards clinician and nurse license renewals. 

Find Syllabus here

Faculty Director

Steve Goodman, MD, MHS, PhD Professor (Epidemiology and Population Health) Associate Dean of Clinical and Translational Research

Certification of Completion (Live Course)

A Certificate of Completion is available to those who meet the following requirements:

• Attend a minimum of 8 sessions
• Complete a minimum of 8 session evaluations
• Take post-course knowledge assessment  

Essentials of Clinical Research Course Syllabus

Sessions are taught by Stanford faculty and staff who are experts in the field of clinical research.

Upon course completion, attendees will have an understanding of how to:

• Design and analyze clinical research protocols.
• Comply with “Good Clinical Practice” guidelines for study conduct, data management, and relevant regulations.
• Apply the principles and practices underlying ethical and reproducible research.

If you have any questions, please contact Research Office Training 

Additional Resources

ICCR Study Design and Performance

Clinical Research Operations Program

Other Education and Training Opporunities

Certificate Program in Clinical Research

Clinicians and scientists who wish to conduct clinical research often need additional didactic training in order to gain needed skills that are not covered in their health professional or graduate education. Many faculty and fellows are not able to take the entire MS in Epidemiology and Clinical Research (Clinical Research Track) but would like evidence that they have successfully completed training in clinical research. The Maryland Higher Education Commission has approved the Certificate Program in Clinical Research to meet the needs of these students.

Objectives and Learning Outcomes

Upon graduation students will gain the ability to: 

• Identify important research questions and develop hypotheses
• Develop research protocols
• Understand and interpret basic statistical analysis methods
• Conduct clinical investigations
• Develop and submit grant proposals

This 13-credit certificate will provide didactic training in the core aspects of clinical research including:

• Study design
• Basic biostatistics
• Data management
• Scientific communication
• Ethical, legal and regulatory issues in clinical research

Course Requirements

• PREV 600 (3 credits) Principles of Epidemiology
• PREV 616 (2 credits) Introduction to Clinical and Translational Research at UMB
• PREV 633 (2 credits) Application of Legal and Regulatory Issues in Clinical Research
• CIPP 907 (1 credit) Responsible Conduct of Research
• PREV 620 (3 credits) Principles of Biostatistics 
• PREV 619 (1 credit) Introduction to SAS 
• PREV 710 (1 credit) Clinical and Translational Research Project Design and Implementation

Admission Requirements

Applicants complete the University of Maryland application HERE . Users must first create an account. Please refer to the application instructions for complete information regarding application requirements. 

Due dates for the Certificate applications:

• March 1, 2024 (early admission deadline)
• May 15, 2024 (final deadline)

For more information about admissions:

• Frequently Asked Questions
• Email questions to [email protected]

Tuition & Financial Aid

Financial assistance is not available for the certificate program.

For more information, please visit UMB Financial Services .

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Before applying to the Ph.D. Program at Mayo Clinic Graduate School of Biomedical Sciences, review our full list of prerequisite information and complete admission requirements. The admissions committee reviews all completed applications through a holistic review process to select candidates for interviews.

Prerequisites

Candidates for the Ph.D. Program must meet the following eligibility requirements:

• Completion of a bachelor's degree, preferably in the biological or physical sciences, from an accredited institution. 
• A minimum cumulative undergraduate GPA of 3.0 on a 4.0 scale. GPAs from graduate degrees may also be considered for competitive candidates if improvement of academic record is evident.
• Degree conferral before the program begins (program begins in July).

Suggested undergraduate coursework:

• Applicants to our Ph.D. program are encouraged to have completed coursework with demonstrated proficiency (B average or above) in their math and science courses. Additionally, advanced courses in biology, chemistry, and physiology are encouraged.
• Applicants interested in applying to the Biomedical Engineering and Physiology Track are advised to take courses in quantitative science and engineering, such as signal processing, computer science, and instrumentation.

Holistic review

Our Ph.D. program prepares students to translate scientific discoveries into applications that improve patient care. This requires a wide range of skills, aptitudes, and characteristics. Along with the basic set of prerequisites, the track admissions committees take a holistic approach to admissions; meaning, they take into consideration the many factors that make up an applicant. These acceptance factors include:

• Academic performance
• Letters of recommendation
• Personal statement
• Research experience

Transfer student policy

The only pathway to matriculation at Mayo Clinic Graduate School of Biomedical Sciences is through application during the annual application window, September 1 - December 4.

The Ph.D. program does not accept transfer students; however, transfer credits for graduate courses taken at another institution may be considered if appointed to our Ph.D. program.

Application window

Apply between Sept. 1 and Dec. 4 for the following academic year.

To get in touch with the Ph.D. Program, fill out the form on the Contact Us page .

COLUMBIA UNIVERSITY IN THE CITY OF NEW YORK

Clinical Research Coordinator

• Columbia University Medical Center
• Opening on: Jul 3 2024
• Job Type: Officer of Administration
• Bargaining Unit:
• Regular/Temporary: Regular
• End Date if Temporary:
• Hours Per Week: 35
• Standard Work Schedule:
• Salary Range: 62,400.00 - 77,000.00

Position Summary

The Transplant Clinical Research Center (TCRC) in the Department of Surgery is seeking an individual for the position of Clinical Research Coordinator (CRC) who will report directly to the Associate Director of the Transplant Clinical Research Center. The main role of the CRC will be to operate & maintain the day-to-day operational duties of their assigned clinical trials and clinical research study database.

Responsibilities

• Clearly and effectively communicate with potential study subjects, clinicians, and other health care providers, ancillary staff, sponsors, and research office staff.
• Complete and maintain the required training for participation in clinical research, including but not limited to, Human Subjects Protection training and Clinical Research Coordinator Course.
• Work with regulatory coordinator in submitting new protocols, amendment, renewals and other regulatory bodies
• Work with Program Coordinator in preparation of study budget, submitting pharmacy cost estimates, ensuring compliance with research billing and processing stipends for subject’s participation in studies.
• Coordinate day-to-day aspect of study relayed procedures, including, but not limited to scheduling visits and procedures, data entry, preparation for research visits, research visit documentation, maintenance of regulatory binders and study files, creation and/or maintenance of source documentation, and preparation for monitoring visits, site initiation/closeout visits and audits as needed.
• Rotate in an “on call” system for studies where reach procedures are required on weekends or after hours.
• Prepare for, participate in, contribute to meetings with the TCRC, PIs, and sponsors.
• Processing of specimens for trials as required per study specific protocols.
• Other duties as assigned.

Minimum Qualifications

• Requires a Bachelor's Degree or equivalent
• Working knowledge of MS Office, specifically Word and Excel is required

Other Requirements

Qualifications for Candidates include but are not limited to the following:

• Candidate will ensure integrity and compliance with all regulatory, institutional, and departmental requirements
• The ability to take initiative and work independently is required
• The ability to effectively work in a complex matrix is required
• Outstanding technical writing skills and understanding of medical terminology/research
• Advanced understanding of data management processes
• Ability to understand and follow scientific research protocol and procedure
• Excellent communication skills (both verbal and written) required
• Exceptional organizational, interpersonal, and presentation skills
• Ability to understand and follow complex, detailed technical instructions
• Ability to foster a cooperative & collaborative work environment
• The ability to be flexible with scheduling is mandatory; willingness to work evenings and weekend hours in unusual or emergent situations required.

Equal Opportunity Employer / Disability / Veteran

Columbia University is committed to the hiring of qualified local residents.

Commitment to Diversity 

Columbia university is dedicated to increasing diversity in its workforce, its student body, and its educational programs. achieving continued academic excellence and creating a vibrant university community require nothing less. in fulfilling its mission to advance diversity at the university, columbia seeks to hire, retain, and promote exceptionally talented individuals from diverse backgrounds.  , share this job.

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Wadhwani Endowed Chair for Clinical & Translational Research/Associate Professor

• Grand Forks, North Dakota, United States
• Full-time Faculty

Salary/Position Classification

• $250,000+ Annual, Exempt
• 40 hours per week
• 100% Remote Work Availability: No
• Hybrid Work Availability: Yes

This search is being performed by WittKieffer. All applications must be submitted to:  [email protected] .

Purpose of Position

The University of North Dakota (UND) School of Medicine and Health Sciences (SMHS) and Sanford Health- Fargo together wish to announce the opening of a search for the Wadhwani Endowed Chair in Clinical and Translational Research. UND SMHS and Sanford have a long-standing collaborative relationship focusing on education and training in various healthcare disciplines, along with collaborative research programs focused on a wide range of health-related topics. This is an exciting opportunity for an experienced leader seeking to be a part of a growing academic enterprise on the Northern Plains that is focused on discovery, learning, and engagement. The Wadhwani Chair in Clinical and Translational Research will have a critical role in leading and enhancing the clinical and translational research activities of the UND SMHS and Sanford Health-Fargo. The Chair will be responsible for developing the infrastructure necessary for these clinical and translational research activities to expand and prosper.

Duties & Responsibilities

• Provide leadership and strategic collaboration on the clinical and translational research efforts across the UND SMHS and Sanford Health-Fargo
• Work collaboratively with the dean, chairs, and faculty members in the UND SMHS, including clinical faculty members at Sanford Health-Fargo, and other senior Sanford leadership to increase and support clinical trials and translational research.
• Serve as an important spokesperson for the clinical and translational research activities at UND SMHS and Sanford Health-Fargo on the local, regional, and national level.
• Facilitate collaborations between UND SMHS faculty (full-time and clinical) and other academic and community partners.
• Coordinate with the UND Associate Vice President for Health Research and the UND SMHS Associate Dean for Research to manage the SMHS’s clinical and translational research enterprise.
• Support educational programs in clinical and translational research at UND SMHS and Sanford-Fargo.
• Develop and connect faculty members with mentors and collaborators engaging in clinical and translational research.
• Be actively involved in clinical and translational research projects and publish the results of such research in high-impact journals.

This position reports to the UND SMHS Associate Dean for Research, the Department Chair in the Endowed Chair’s academic department, and Vice President of Clinics at Sanford Health-Fargo. This position will be placed within the appropriate academic department at the SMHS to be determined depending upon the qualified applicant’s credentials and interests. This position is a 12-month tenured appointment with the UND SMHS.  The awarding of tenure requires the approval of the President of the UND as well as the North Dakota State Board of Higher Education.  

Minimum Requirements

• MD/DO degree
• Board certified in chosen medical specialty with recent clinical experience
• Eligible for North Dakota medical licensure
• The ability to be clinically active
• Strong track record of research funding, publications, and national and international recognition for successful efforts to develop, facilitate, and streamline clinical and translational research initiatives
• Demonstrated knowledge and understanding of clinical and translational research
• Demonstrated leadership in team science
• Experience in leading a collaborative research center, program, or project
• Demonstrated experience leading a multi-disciplinary team
• Successful completion of a Criminal History Background Check

In compliance with federal law, all persons hired will be required to verify identity and eligibility to work in the US and to complete the required employment eligibility verification form upon hire. This position supports visa sponsorship for continued employment.

Preferred Qualifications

• Excellent interpersonal skills with an ability to develop strong partnerships with both internal and external stakeholders and partners, including those in the private sector
• Excellent communication and leadership skills
• Experience with diverse sources of funding
• Experience leading clinical trials
• Eligibility for federal funding
• Experience with community engagement

All applications nominations, and inquiries are invited. Applications should include, as separate documents, a CV/resume and a letter of interest outlining prior experience in clinical and/or translational research, leadership, and community engagement. Review of applications has begun and will continue until the position is filled. Please direct all applications, nominations, and inquiries to the WittKieffer consultants Kerry Quealy, Megan Welch and Cody Burke, preferably via e-mail, to [email protected] .

About the Institution s

University of North Dakota (UND):

Founded in 1883, six years before the state itself was established, UND gave North Dakota its name when the former Dakota Territory separated into two distinct states. Today, UND is a busy 521-acre campus with more than 13,600 students and 2,350 dedicated faculty members and staff. A leading economic driver in the state, the University offers high-quality education in more than 225 academic fields across nine different colleges. It nurtures and supports a strong core of liberal arts and sciences and has developed special missions in life sciences, fine arts, aerospace, unmanned flight operations, engineering and energy disciplines. UND focuses on creating world-class academic programs responsive to the needs of not only the state and its residents but also the nation and the world. Our students come from all 50 states and 94 countries. The University’s far-reaching UND LEADS Strategic Plan touches all corners of the University: high-impact learning, research, enrollment, online education, creation of 21st century programs, alumni relations and more.

Sanford Health:

Rooted in the upper Midwest with corporate headquarters in Sioux, South Dakota, Sanford Health has quickly grown to become the largest rural healthcare system in the United States. With its vast geography, cutting-edge medicine, sophisticated research, advanced education, and its own health plan, Sanford Health is unique – proudly providing close-to-home care with the ability to impact the world. Sanford’s major presence resides in Sioux Falls, SD, Fargo, ND, Bismarck, ND, and Bemidji, MN, as well as surrounding rural communities.

Since 2009 through a merger of then-MeritCare with Sanford Health, Sanford Health-Fargo has increased access to state-of-the-art quality care for patients across the state of North Dakota and upper Midwest. As a result, Sanford-Fargo has become an emerging quaternary care center, the region’s leading healthcare provider, and North Dakota’s largest employer, home to over 10,200 employees. Sanford-Fargo serves two major geographical areas, the Fargo/Moorhead metro area and its surrounding rural communities, formally referred to as the North Network.  Within the metro area, Sanford-Fargo has several primary care and specialty clinics and three acute care campuses. When combined, these facilities house 764 beds, including North Dakota’s only Level I adult trauma and Level II peds trauma center built in 2017.

Here are some of the ways Sanford-Fargo differentiates from other healthcare organizations in the region:

• Only Level I Adult and Level II Pediatric Trauma Centers in North Dakota
• Only Joint Commission-approved Advanced Comprehensive Stroke Center in North Dakota
• Only blood and bone marrow transplant program in North Dakota and the upper Midwest
• Sanford Medical Center-Fargo named best hospital in North Dakota by U.S. News for three consecutive years (2021, 2022, 2023)
• Major teaching institution for the University of North Dakota School of Medicine & Health Sciences
• Primary clinical site for 10 UND-sponsored residency and fellowship programs, with more under development
• Only children’s hospital and Children’s Miracle Network Hospital in the state of North Dakota

To learn more about the organization, visit sanfordhealth.org .

Life in Grand Forks

Grand Forks, its sister city of East Grand Forks, MN, and nearby Grand Forks Air Force Base make up the Greater Grand Forks area. Many cite the people as their favorite thing about this college town of more than 65,000, but there’s plenty to see and do. It’s a safe and friendly community that’s as passionate about UND as its students are.

With grassland prairies to the west and Minnesota lakes and forests to the east, Grand Forks has been ranked as one of the most livable cities in the country. Short commutes, a great public school system, low crime, ample parks and theaters, and a cost of living below that found in large American cities are some of Grand Forks’ advantages. Grand Forks consistently ranks high in comparative surveys for business, education, quality of life and community safety, making it an excellent choice for families and professionals alike.

• No. 1 Place to Live in North Dakota — Money
• Top 5 Best Small College Towns — USA Today
• Best College Town in North Dakota — Far & Wide
• Top 25 Most Exciting Small Cities in America — Business Insider and Movoto Real Estate
• Top 10 Biking City — People for Bikes
• Top 100 of America’s Best Small Cities — CNNMoney
• America’s Best Hockey Town — SmartAsset (five years in a row)

Life in Fargo

Located on the eastern edge of North Dakota, bordering the state of Minnesota, Fargo thrives as a city with strong Midwestern values. The surrounding metro, referred to as the Fargo-Moorhead (F-M) area, spans both states and has helped Fargo grow into the diverse, family-oriented community it is today.

Despite being North Dakota’s largest city, Fargo maintains a small-town feel everywhere you go, allowing residents and visitors to experience unique urban offerings with a tight-knit community atmosphere. Surrounded by beautiful landscapes, Fargo balances quality of life and affordable living with a safe, picturesque environment. There is plenty to do in Fargo beyond enjoying the scenery – stop by the Red River Market to support local businesses, enjoy an exceptional meal and shop along Broadway, tailgate at D1 North Dakota State University football games, or catch your favorite band at the Fargodome. Truly, there is something for everyone to enjoy here.

With a variety of schools and universities, a vibrant business community, and a robust downtown, it is no surprise that Fargo is North Dakota’s largest city and has garnered national recognition for its livability.

• Top Place to Live Post-Pandemic – Business Insider
• 10 Hottest Job Markets – ZipRecruiter
• Top 100 Places to Live – Livability (three years in a row)
• Nation’s 3rd Most Recession-Proof City – Livability
• 6th Happiest City in the U.S. – WalletHub

To learn more about the Fargo metro area, check out https://www.fargomoorhead.org/

To learn more about living in Fargo, check out https://liveinfmarea.com/

Please note, all employment postings close at 11:55pm CST.

Position Benefits

Benefits include single or family health care coverage (UND pays the full premium), life insurance, employee assistance program, retirement plans with generous employer contributions, sick leave in addition to paid holidays.

Optional benefits include supplemental life, dental, vision, flexible spending account, supplemental retirement plans.

UND also offers an employee tuition waiver and a variety of professional development opportunities .

Find out more about UND's great benefits and perks here !

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Thank you for your interest in applying to the University of North Dakota

Categories: Non-Tenure-Track Faculty

Department: Dean's Office Med

Other UND Career Openings

Research assistant professor - watt lab, senior project coordinator, assistant professor, additional information.

Find out why Grand Forks is Cooler .

All information listed in this position announcement will be used by Human Resources, the Hiring Department, and EO/Title IX for screening, interviewing and selection purposes.

Please email the Human Resources Department at  [email protected] or contact us by phone at 701-777-4226. If you anticipate needing any type of accommodation to participate in any portion of the University's employment process, including completion of the online application process, please contact our office in advance of your participation or visit. 

Veteran’s Preference

Veterans claiming preference must submit all proof of eligibility by the closing date. Proof of eligibility includes a DD-214 or a copy of NGB 22 from National Guard or Reserve (with a unit located in ND) or certification from the applicant's unit command that the individual is expected to be discharged or released from active duty in the uniformed services under other than dishonorable conditions not later than one hundred twenty days after the date of the submission of the certification. If claiming disabled veteran status, proof of eligibility includes a DD-214 and a current letter of disability dated within the past year.

Confidentiality of Application Materials

Pursuant to NDCC 44-04-18.27, applications and any records related to the applications that identify an applicant are confidential, except records related to the finalists of the position, which are open to the public after the search committee has identified the top three or more finalists who will be invited to campus.

EEO Statement

The University of North Dakota is an Affirmative Action/Equal Opportunity Employer. All qualified applicants will receive consideration for employment without regard to race, color, religion, sex, sexual orientation, gender identity, national origin, disability or other protected characteristic. Women, minorities, veterans, individuals with disabilities, and members of other underrepresented groups are especially encouraged to apply. Applicants are invited to provide information regarding their gender, race and/or ethnicity, veteran’s status and disability status as part of the application process. This information will remain confidential and separate from your application.

Clery Statement

In compliance with the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act, the University of North Dakota publishes an Annual Security and Fire Safety Report. The report includes the university’s policies, procedures, and programs concerning safety and security, as well as three years of crime statistics for our campus. As a prospective employee, you are entitled to a copy of this report. The report and statistical data can be found online at UND.edu. You may also request a paper copy of the report from the UND Police Department located at 3851 Campus Road, Grand Forks, ND, 58202.

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Duke Launches New Clinical Trials Website and Directory

Duke University School of Medicine, in partnership with the Duke Clinical and Translational Science Institute (CTSI) and the Duke Office of Clinical Research (DOCR) , has launched a new community-facing website about clinical research.

My Duke Research  serves as a searchable directory of clinical studies and trials at Duke, offering a variety of filters to quickly find enrolling studies by location, health condition, keyword, and more. The new site also provides helpful information about clinical research, shares updates about current studies and research results, and highlights the connection between health research and community health. 

Duke CTSI's  Research Equity and Diversity Initiative (READI)  worked extensively with many community members to develop, test, and refine the website, a valuable resource for both the community and Duke investigators. The site was driven by the community, and the READI Community Advisory Council and other stakeholders invested significant time and energy into the development of this new tool that makes Duke research more accessible and inclusive.

The website, which is available in English and Spanish, features the following key sections:

• Clinical Trials Directory:  presents trials and studies seeking participants in a more approachable way.
• About Clinical Research:  provides website visitors with an overview of clinical research, clinical research FAQs, and information about how to participate in research.
• Volunteer Registry:  guides people on how to join the Duke Health Volunteer Registry.
• Return of Results:  presents lay-friendly, aggregate results of studies.
• Trust Survey Results:  displays the results of the Duke University Health System’s Trust and Trustworthiness survey and provides updates on the steps Duke is taking to address concerns.
• Community Impact:  highlights the connection between health research and population health in the community.

Visit My Duke Research.

• Open access
• Published: 02 July 2024

Trainees’ perspectives on sickle cell education: a qualitative needs assessment

• Elizabeth J. Prince 1 ,
• Katherine J. Feder 2 ,
• Cecelia Calhoun 2 , 3 ,
• Alfred I. Lee 2 , 3 ,
• C. Patrick Carroll 1 ,
• Valentina Restrepo 2 , 3 &
• Layla Van Doren 2 , 3  

BMC Medical Education volume  24 , Article number:  715 ( 2024 ) Cite this article

Metrics details

Sickle cell disease (SCD) exemplifies many of the social, racial, and healthcare equity issues in the United States. Despite its high morbidity, mortality, and cost of care, SCD has not been prioritized in research and clinical teaching, resulting in under-trained clinicians and a poor evidence base for managing complications of the disease. This study aimed to perform a needs assessment, examining the perspectives of medical trainees pursuing hematology/oncology subspecialty training regarding SCD-focused education and clinical care.

Inductive, iterative thematic analysis was used to explore qualitative interviews of subspecialty hematology-oncology trainees’ attitudes and preferences for education on the management of patients with SCD. Fifteen trainees from six programs in the United States participated in 4 focus groups between April and May 2023.

Thematic analysis resulted in 3 themes: 1. Discomfort caring for patients with SCD. 2. Challenges managing complications of SCD, and 3. Desire for SCD specific education. Patient care challenges included the complexity of managing SCD complications, limited evidence to guide practice, and healthcare bias. Skill-building challenges included lack of longitudinal exposure, access to expert clinicians, and didactics.

Conclusions

Variations in exposure, limited formal didactics, and a lack of national standardization for SCD education during training contributes to trainees' discomfort and challenges in managing SCD, which in turn, contribute to decreased interest in entering the SCD workforce. The findings underscore the need for ACGME competency amendments, dedicated SCD rotations, and standardized didactics to address the gaps in SCD education.

Graphical Abstract

Peer Review reports

Introduction

Sickle cell disease (SCD) lies at the intersection of social, racial, and healthcare equity in the United States. It is the most common monogenic blood disorder worldwide, affecting at least 100,000 Americans with this number expected to increase. [ 1 ] SCD occurs in one out of 365 African American births and the trait occurs in one out of 13 African American births. [ 1 ] It is a devastating illness, with increased morbidity and mortality, and reduction in quality of life compared to persons without SCD [ 2 , 3 , 4 ]. Despite a high prevalence and severe complications, clinical care and research into SCD has not historically been prioritized, contributing to healthcare inequity in this population. A combination of underfunding in research, few disease modifying therapies, clinician bias, and an insufficient medical workforce with SCD expertise limits progress in improving care for persons with SCD [ 5 ].

The number of physicians trained and available to treat adults with SCD is insufficient to meet the needs of this population [ 6 ]. Clinicians describe discomfort managing patients with SCD, and have a poor understanding of SCD related complications [ 7 , 8 ]. Patients and clinicians identify poor clinician knowledge about SCD as a barrier to receiving and providing quality care [ 9 ]. Clinical practice guidelines are one approach to improving clinician knowledge. The 2014 National Heart Lung and Blood Institute (NHLBI) “Evidence-Based Management of Sickle Cell Disease: Expert Panel Report,” was the first clinical practice guideline developed for SCD [ 10 ]. In 2019, the American Society of Hematology (ASH) began releasing a series of clinical practice guidelines. However, even with knowledge of existing clinical guidelines, it is often difficult for clinicians to integrate guidelines into practice, thus leading to most persons with SCD receiving non-standard care [ 11 ].

Over three decades ago, insufficient emphasis on SCD education within medical education was noted [ 12 ]. This was due to an already overcrowded curricula with SCD thought to be a rare disease in the U.S. at that time and less urgency to learn about SCD than human immunodeficiency virus (HIV). Patient-oriented one-on-one teaching encounters were thought to be most beneficial in improving knowledge of SCD. The Accreditation Council for Graduate Medical Education (ACGME) uses milestones as a framework for the assessment of fellow development in key dimensions of physician competency [ 13 ]. Hematology/oncology fellowship training requirements from the ACGME mandate competency in each specific area of oncology (i.e. breast, gynecologic, lung), while all of classical hematology—including SCD—is summed up as a single competency in "acquired and congenital disorders of red cells, white cells, and platelets.” [ 14 ] Even ACGME-accredited hematology/oncology fellowship training program websites inadequately feature classical hematology training [ 15 ]. As the majority of hematology/oncology trained physicians opt for a career in oncology, the pool of practitioners with expertise in SCD continues to diminish [ 16 ].

There is no universal curriculum for SCD education, nor research detailing the most effective ways to train clinicians to manage this complex disease. SCD has been historically under-funded and under-treated relative to other chronic conditions, and there is an urgent need to address this gap in hematology/oncology training. The management of SCD is at the precipice of new therapies, including gene therapy, and clinicians’ expertise in the evaluation of the illness before, during, and after exposure to these intensive therapies is urgently needed. This study is the first to examine perspectives of medical trainees pursing subspecialty training in hematology and oncology with regards to SCD focused education and clinical care.

Recruitment and Sampling

This study was determined to be exempt under Yale University institutional review board in February 2023 and all participants provided written informed consent prior to focus group participation. Seven hematology-oncology training program directors were emailed (by author LV) between February and March 2023 to request trainee contact information for focus group invitation. All participating institutions were in urban centers of the United States with a high prevalence of SCD. Institutions with and without a sickle cell program were selected to comprehensively evaluate the sickle cell specific educational needs at institutions with different sickle cell disease care models.

Current hematology/oncology fellows and senior residents applying for hematology/oncology fellowship were recruited. A convenience sampling approach was used based on trainee willingness and availability to participate in focus groups. Twenty-four trainees were invited via email by LV to participate in a focus group. Prior to focus group discussions, demographic information was collected on awareness and educational utility of the NHLBI guidelines, ASH guidelines, and ASH education videos for SCD. Responses to the demographic questionnaire informed the development of the focus group guide. 15 trainees participated in the focus groups (Table  1 ). Focus group participants at four of the six institutions had a sickle cell disease program. Some institutions allowed for a dedicated SCD rotation or required fellows to directly care for persons with SCD on a primary hematology service or hematology consult service. Other programs did not have rotation on a sickle cell service. Participants received a gift card for focus group participation.

Data collection

A semi-structured focus group guide was developed by authors LV, CC, and CPC based on the results of the pre-focus group questionnaire and professional experience in medical education, inquiring about trainee preferences and attitudes for education on the management of patients with SCD (Supplement 1). We began the focus group by asking participants to reflect on a time they ran across a medical problem with a patient with SCD and did not know how to manage the complication. Four 50-to-60-min focus group sessions with four to five participants each were completed between April 2023 and May 2023 via zoom. Reflective clarifying questions invited participants to expand on their responses. Focus groups were conducted by LV, who had worked clinically with five of the participants of the focus groups. All focus groups were recorded and transcribed using Otter.ai and reviewed by LV to ensure transcription accuracy.

Focus group transcripts were double coded by an academic hematologist specializing in SCD (LV) and an academic psychiatrist specializing in SCD (EP) using qualitative analysis software NVivo (Version 12). We used an inductive and iterative thematic analysis coding approach as described by Braun & Clarke [ 18 ]. Transcripts were analyzed line by line, segmented into meaningful analytical units, and marked with descriptive words (coding), and a list of codes (code list) was generated and reapplied to new segments of data. Once coding was completed by both coders for all transcripts, the contents were compared and discussed to achieve consensus regarding themes and subthemes. The final number of focus group participants was sufficient to provide rich data that allowed for robust themes. Analysis and reporting of our qualitative research followed the Standards for Reporting Qualitative Research (SRQR) [ 19 ].

Pre-focus group demographic questionnaire

All focus group participants completed the pre-focus group demographic questionnaire to inform the focus group guide (Table  2 ). This ensured a mix of perspectives from those who were aware of the guidelines compared to those who were not. Eighty- percent (12/15) were aware of NHLBI and/or ASH SCD guidelines. Of those who were aware of the guidelines, 58% (7/15) found them helpful in managing patients with SCD, while the remainder were neutral or disagreed that they were helpful. Only 40% (6/15) of trainees were aware of the ASH SCD education videos, with 50% (3/6) finding them helpful. Focus group participants expressed the concern with the applicability of the NHLBI and ASH SCD guidelines into clinical practice given the low quality of evidence that forms the basis for most guidelines.

Focus group themes

Thematic analysis of trainees’ attitudes and preferences for education on the management of patients with SCD identified three major themes (Table  3 ): 1. Discomfort caring for patients with SCD. 2. Challenges managing complications of SCD, and 3. Desire for SCD specific education. Each theme is described below and supported with key quotes from participants.

1. Discomfort caring for patients with SCD – "The constant uncertainty makes it more uncomfortable."

Many trainees shared feeling uncomfortable caring for patients with SCD due to uncertainty and lack of confidence that they can ameliorate the patients’ suffering.

“You’re always kind of operating in a gray area, and you never really feel like you have a good handle about what’s going on. It’s rare that you feel 100% certain. The constant uncertainty makes it more uncomfortable."

Multiple participants experienced fear when caring for patients with SCD.

“It’s the middle of the night and I get a page, it’s a sickle cell patient from the ER. I’m afraid because I don’t know if I’m going to know what to do. It’s that uncomfortableness of ‘I don’t know if I can do this by myself.’ Fellowship has given me an appreciation for how severe sickle cell disease can be and all the complications that can go down very quickly.”

Negative emotions experienced by trainees may mirror the emotions of the patients themselves: frustration, powerlessness, and even helplessness.

“There was a lot of negative feelings associated with sickle cell patients. I think part of that comes from our inability to truly understand their pain, how to manage pain in sickle cell disease.” “Patients are admitted [repeatedly] for the same symptoms, it’s so sad to see. We really don’t know how to help them in meaningful ways. That’s when I feel more helpless when it comes to caring for these patients.”

Participants described how discomfort related to pain treatment could negatively impact provider attitudes.

“Because a lot of people are not familiar and they’re not comfortable [managing pain] they put it on the patient as ‘drug seeking behavior.' It’s unfortunate how we don’t truly understand, and patients get mis-labeled.”

However, discomfort around management of pain was reduced by individualized treatment plans.

“If it weren’t for pain plans, I would feel uncomfortable. If those weren’t there, I would have a harder time figuring out what’s going to be best for this patient.”

Discomfort with SCD was different from other hematologic emergencies, and participants explained how they became more comfortable with some conditions during training, but the discomfort with SCD persisted.

“At the beginning of the year, every call was scary. But now, if someone has AML or TTP, I have a good sense of what to do. At the end of first year of fellowship, the major thing I’m afraid of is SCD.”

2. Challenges caring for patients with SCD —“They have a lot of things going on.”

Caring for patients with SCD was experienced as more difficult compared to caring for patients with other chronic illnesses (i.e. CHF, cystic fibrosis). This sentiment was driven by the paucity of high-level evidence to guide management, variation in practice amongst experts, and the lack of objective measurement tools for the most common presentation, acute pain.

“Sickle cell is more complicated than acute leukemia or TTP, in terms of management, even after you get exposed to all of them, because sickle cell can present in a more variety of ways. There are a lot more decision-making points and there are many more things to think about." "There's so much variation in practice because there's a lack of evidence." “There’s a lot less research and data behind treatments for sickle cell compared to something like [congestive heart failure].”

Participants familiar with the ASH and NHLBI SCD guidelines discussed their value and limitations for management of patients.

“In some instances where there is more evidence, the guidelines are clearer, but I feel like there’s certain areas where there is not as much evidence, and [the guidelines] read kind of like expert opinions." “[The guidelines are] a useful reference primarily for screening and what I should be keeping track of, but not as helpful on an individual ‘How do I manage this acute situation.’”

Lastly, trainees expressed that navigating bias in healthcare contributes to the challenge of caring for patients with SCD.

“So much more of caring for patients is dealing with [bias in the] healthcare system, more than with other diseases.” “I’ve learned so much from my sickle cell patients. They have dealt with the medical system in such an extreme way that so many of our other patients haven’t. Oftentimes their whole life, and oftentimes they experience it as a marginalized person.”

Trainees desire SCD specific education—“A lesson in life”

Most trainees reported that SCD specific education was not emphasized during their training, even those at institutions with dedicated sickle cell programs. Those where it was emphasized felt it was a valuable part of their training.

“My rotation in sickle cell was a lesson in life. I learned so much from my patients, who they are, what they’ve experienced in the healthcare system. Every single patient with sickle cell that I'd meet, I’d feel like I have learned something more about what we need to be doing better with the system.”

Not all participants felt they had adequate exposure to patients with SCD to feel equipped to care for them.

“I didn’t get as much [experience seeing patients with SCD] as I think I would need in order to feel comfortable as an attending.”

Rotations as part of specialized SCD teams were valued, but participants also wanted longitudinal care experiences.

“Learning within the interdisciplinary team has been so helpful, because that made me feel like, ‘oh wow, this is what caring for patients with sickle cell is supposed to look like,' and seeing how crucial the expertise from all the members... it was very eye opening.” “SCD is one of the diseases that is most different on paper than in person. The most useful experience as a fellow has been immersing [myself] in sickle cell.”

Participants conveyed that access to clinical experts is a necessary component of medical education.

“You have some negative exposures, and unless you [work with] a true expert in the field, your experience is very different.” “[SCD is] a siloed spectrum of diseases. I don’t learn nearly as much from a hematology consult attending as I do from a dedicated sickle cell person.”

Available literature and guidelines were not felt to be a replacement for experts.

“There [are] nuances that might guide a decision more than just following an algorithm on paper. The expert’s opinion matters more.” “Even if you do the research, ultimately you’re going to end up discussing with the sickle cell attending.”

Participants recognized that SCD experts are not universally available at all institutions and suggested other approaches to access clinical experts.

“We’re very lucky to have access to incredible experts. There are tons of fellows at institutions that do not have access to sickle cell experts. I think in those settings the didactics become a lot more crucial, potentially from visiting experts." "Remote tumor boards might be one way to provide sickle cell expertise in areas that might not have it.”

Sickle cell focused didactics varied widely between training programs. Some participants had received one or no lectures on SCD throughout training. Those with more intensive sickle cell specific teaching, including a SCD rotation, described how this made them more confident managing complications of SCD.

"I can’t think of a place, either in residency or fellowship, where we've talked formally about sickle cell and management of complications.”

Case-based learning was mentioned as a valuable strategy, especially in fellowship training.

“[Case based learning] helps you think about [the patient] versus thinking about some abstract complication.”

Overall, participants connected a lack of specific education on caring for people with SCD to a cycle of discomfort and avoidance, and fewer clinicians’ desire to specifically treat them (Fig.  1 ).

"Most people like doing things they are better at, and they don’t want to harm anyone. ‘Am I going to be the best doctor for this patient?’ I don’t want to do the wrong thing. It makes it less comfortable and then it becomes less desirable." “If people don’t see patients with sickle cell that often it may not be reasonable to expect them to get to the point where they're truly comfortable. But we also don’t want to say patients can only go to certain centers, because then you’re going to have issues with access to care. How do you meet in the middle there?”

Cycle of negative reinforcement in SCD education, care, and recruitment

In this study we find high concern about the state of SCD education in the US. Our study is the first to examine trainee perspectives on SCD specific education and clinical care during hematology/oncology fellowship training. Overall, SCD specific education is under-emphasized in hematology/oncology fellowship, even at institutions with a high prevalence of SCD and a sickle cell program. New treatments for SCD and promoting healthcare equity heighten the need for a competent workforce of subspecialty trained physicians able to care for persons with SCD.

Participants cited inadequate clinical exposure, insufficient access to SCD expertise, and a lack of curricula for sickle cell education. The themes were consistent despite heterogeneity in training programs’ exposure to patients and access to clinical experts. Focus group participants at four of the six institutions had a sickle cell program. The variation in exposure to patients and formal didactics among programs reflects the lack of national standardization in training for SCD. This demonstrates that the presence of more comprehensive resources for SCD at certain institutions does not automatically translate to prioritizing SCD education for trainees, such as through dedicated SCD rotations.

Fellows describe feeling uncomfortable managing SCD, but none expressed negative attitudes towards this population. Discomfort is an appropriate response to managing a medically complex illness with little data to guide management and few treatment options. However, discomfort and frustration have the potential to develop into avoidance and even negative attitudes. Negative provider attitudes and bias in SCD jeopardize delivery of quality care, but educational interventions improve attitudes and care delivery [ 20 , 21 ]. Participants in this study recognized a lack of understanding can lead to negative provider attitudes, and access to clinical experts in this area attenuates negative exposures during training. Participants also expressed that navigating bias within the healthcare system added a level of stress in caring for patients with SCD. Ensuring a comprehensive SCD training experience during hematology/oncology fellowship is therefore vital in reducing healthcare bias.

Most participants were aware of the ASH and NHLBI clinical practice guidelines for SCD and found them helpful for some situations, such as stroke screening or management of acute stroke where the data is more robust. However, they also acknowledged their limitations for management of most clinical challenges of SCD where individualized care is required. Despite being highly motivated to engage in self-directed learning, some trainees reported feeling discouraged by the absence of a clinical expert at their institution. The absence of a sickle cell expert at the institution impeded their learning, as the majority of guideline-based practice recommendations are conditional recommendations with very low certainty in the evidence about the effects [ 22 , 23 ]. Certain guidelines, such as the ASH SCD guideline for managing acute and chronic pain, offer recommendations that assume the presence of a SCD clinical expert within the institution where one might not be available [ 24 ]. To better incorporate patient care into standardized guidelines, specific institutional protocols can be developed centered around the ASH/NHLBI guidelines detailing management strategies for common acute complications of SCD, such as acute chest syndrome, pain crises, and stroke. Exposure to patients, access to SCD experts, and sickle cell specific didactic curricula were three domains identified by participants as necessary components of SCD specific education during training.

Participants expressed that sickle cell specific education would make them more comfortable managing SCD. Disparities in access to SCD experts or educational resources across institutions can be a barrier to education. Remote learning didactics or a “virtual tumor board” were suggestions to improve access to clinical experts at institutions where an expert might not otherwise be available. For example, existing ECHO tele-mentoring programs are one approach to improving access to SCD experts for case-based learning and didactics [ 25 ]. Collaborative networks, such as ASH SCD Centers Workshop, are another source of education since establishing partnerships with larger, comprehensive SCD centers or SCD networks can facilitate knowledge sharing and provide trainees with opportunities for short-term rotations. Virtual consulting platforms for non-urgent questions, such as themednet.org or ASH Consult a Colleague are also potential opportunities for learning. While structured didactics are helpful in building foundational knowledge, experiential learning cultivates comfort and practice-specific expertise [ 26 ]. In our study, trainees described variations in clinical management between clinical experts as contributing to the uncertainty in management. While this might be true in our current study, observing clinical practice variability in the form of individualized patient care can be useful for the learner in certain disease states [ 27 ]. Trainees who felt the most comfortable received more exposure to persons with SCD in fellowship, in the form of a primary hematology service where patients with SCD were admitted, or a dedicated sickle cell rotation with an inpatient and outpatient component. A hematology-general medicine hybrid team was recently shown to improve knowledge in the management of SCD and hematology attendings reported increased opportunities for teaching [ 28 ].

Overall, participants outlined a pattern where inadequate training, resulting in discomfort managing patients with SCD, leads to a reduced desire to enter the SCD workforce. The shortage of specialists in the care of persons with SCD, especially in adult care, hinders access to comprehensive care [ 6 ]. Prioritizing sickle cell education during fellowship could potentially mitigate feelings of discomfort and increase interest in entering the SCD workforce. We also acknowledge that trainees’ uncertainty could result from not having gained maturity as clinicians; however, even at the end of the first year of fellowship, one trainee acknowledged comfort managing more rare hematologic diseases, such as acquired thrombocytopenic thrombotic purpura and acute myeloid leukemia.

This study has limitations. Institutions were selected in areas with a high prevalence of persons living with SCD, limiting perspectives of trainees in areas with a lower prevalence of SCD. The convenience sampling approach limited the perspectives to trainees willing and available to participate in focus groups. Participant demographic information, such as gender and race were not obtained. Prior studies have shown an association of provider race and attitude in caring for persons with SCD [ 29 ]. Although the focus group moderator (LV) had worked clinically with some of the focus group participants, the semi-structured focus group guide was consistently applied across groups.

It is also worth noting that only three participants were pediatric hematology/oncology fellows. Although the themes were consistent, this small sample size does make it difficult to generalize the results of this study to pediatric training programs. Historically, SCD was considered an illness of childhood with most not living until adulthood. This has led to a higher concentration of expertise among pediatric providers compared to adult providers, directly impacting the training of future healthcare professionals. Although the most robust data on managing SCD complications, namely stroke, comes from pediatric literature, the overall evidence base for SCD management remains inadequate. Overall, there remains a global shortage of both pediatric and adult providers qualified and willing to care for persons with SCD, thus illustrating the need for improvement in educational curriculum broadly. A follow-up study with majority pediatric-focused participants would be valuable to explore how themes differ between adult and pediatric training programs.

An amendment to ACGME competency mandates is required to include proficiency in managing patients with SCD. We encourage hematology/oncology fellowship programs to: 1. acknowledge the discomfort/lack of confidence experienced by trainees to foster a supportive learning climate; 2. Integrate dedicated SCD rotations into fellowship training; 3. Develop classroom and case-based didactics to reinforce clinical principles. Finally, conducting a nationwide needs assessment is essential to further define the landscape of SCD education in fellowship training across various SCD care models to select the best conceptual framework for educational intervention design.

Availability of data and materials

The datasets used and/or analyzed during the current study are available from the corresponding author on reasonable request.

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Authorship Contributions: All authors contributed equally to the idea, design of the research, and preparation of this manuscript. L.V. and E.P. analyzed and coded the data. VR designed the visual abstract. KF designed Fig.  1 .

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Prince, E.J., Feder, K.J., Calhoun, C. et al. Trainees’ perspectives on sickle cell education: a qualitative needs assessment. BMC Med Educ 24 , 715 (2024). https://doi.org/10.1186/s12909-024-05696-5

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