Training impact on novice and experienced research coordinators

Linda S. Behar-Horenstein, JoNell E Potter, Alena Prikhidko, Stephanie Swords, Stephen Sonstein, H. Robert Kolb

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

Competency-based training and professional development is critical to the clinical research enterprise. Understanding research coordinators’ perspectives is important for establishing a common core curriculum. The purpose of this study was to describe participants’ perspectives regarding the impact of online and classroom training sessions. 27 participants among three institutions, completed a two-day classroom training session. 10 novice and seven experienced research coordinators participated in focus group interviews. Grounded theory revealed similarities in novice and experienced coordinator themes including Identifying Preferences for Instruction and Changing Self Perceptions. Differences, seen in experienced participants, focused on personal change, in the theme of Re-Assessing Skills. Infrastructure and cultural issues were evident in their theme, Promoting Leadership and Advocacy. Novice participants recommended ways to improve training via their theme of Making Programmatic Improvements. Participants reported a clear preference for classroom learning. Training played an influential role in changing participants’ self-perceptions by validating their experiences. The findings provided guidance for developing a standardized curriculum. Training must be carefully tailored to the needs of participants while considering audience needs based on work experience, how technology can be used and offering content that is most urgently needed.

Original languageEnglish (US)
Pages (from-to)3118-3138
Number of pages21
JournalQualitative Report
Volume22
Issue number12
StatePublished - Dec 1 2017

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Self Concept
Curriculum
Research
Focus Groups
classroom
self-image
Learning
Interviews
Technology
curriculum
grounded theory
experience
leadership
infrastructure
instruction
interview
learning
Group
Grounded Theory

Keywords

  • Clinical Research Coordinators
  • Competency-Based Training
  • Grounded Theory
  • Online Training

ASJC Scopus subject areas

  • Social Psychology
  • Cultural Studies
  • Education

Cite this

Behar-Horenstein, L. S., Potter, J. E., Prikhidko, A., Swords, S., Sonstein, S., & Robert Kolb, H. (2017). Training impact on novice and experienced research coordinators. Qualitative Report, 22(12), 3118-3138.

Training impact on novice and experienced research coordinators. / Behar-Horenstein, Linda S.; Potter, JoNell E; Prikhidko, Alena; Swords, Stephanie; Sonstein, Stephen; Robert Kolb, H.

In: Qualitative Report, Vol. 22, No. 12, 01.12.2017, p. 3118-3138.

Research output: Contribution to journalArticle

Behar-Horenstein, LS, Potter, JE, Prikhidko, A, Swords, S, Sonstein, S & Robert Kolb, H 2017, 'Training impact on novice and experienced research coordinators', Qualitative Report, vol. 22, no. 12, pp. 3118-3138.
Behar-Horenstein LS, Potter JE, Prikhidko A, Swords S, Sonstein S, Robert Kolb H. Training impact on novice and experienced research coordinators. Qualitative Report. 2017 Dec 1;22(12):3118-3138.
Behar-Horenstein, Linda S. ; Potter, JoNell E ; Prikhidko, Alena ; Swords, Stephanie ; Sonstein, Stephen ; Robert Kolb, H. / Training impact on novice and experienced research coordinators. In: Qualitative Report. 2017 ; Vol. 22, No. 12. pp. 3118-3138.
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