Program: Biomedical Sciences (PhD)
Degree: Doctorate
Date: Mon Oct 12, 2009 - 10:52:01 am
1) List your program's student learning outcomes (SLOs).
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Outcomes Include the ability to make :
A Presentation at a National Meeting
This requirement involves submission of a first-authored abstract to a regional/nationally recognized scientific meeting/conference within the scholar's academic field and acceptance of the abstract for either poster or oral presentation. The abstract should describe a formative study of a comparative nature and not simply a case report or case series. While the topic of the abstract is expected to be closely related to the scholar's systematic literature review, the abstract should not solely consist of a systematic review or meta-analysis.
Publication as first author of a peer-reviewed clinical research report:
Using data analyzed during residence in the MS program, the scholar will prepare and submit a first-authored manuscript for publication in an approved peer-reviewed journal. It may be acceptable in selected cases, upon approval of the student's Committee to [MGD-UHM1]submit a publication related to a research project that was initiated prior to the student's enrollment in the program but completed during the program. The manuscript should describe a formative study of comparative nature and not simply a case report or case series. The manuscript may be a comprehensive extension of the work submitted in abstract form to a regional/national meeting, but may not consist solely of a systematic review or meta-analysis (although scholars are encouraged to submit integrative reviews for additional publications). Achievement of this requirement will be considered complete upon satisfactory review by the scholar's Master's Committee and upon written correspondence indicating receipt of the manuscript by an approved peer-reviewed journal.
A Presentation at a National Meeting
This requirement involves submission of a first-authored abstract to a regional/nationally recognized scientific meeting/conference within the scholar's academic field and acceptance of the abstract for either poster or oral presentation. The abstract should describe a formative study of a comparative nature and not simply a case report or case series. While the topic of the abstract is expected to be closely related to the scholar's systematic literature review, the abstract should not solely consist of a systematic review or meta-analysis.
Prepare of a systematic review of the literature:
Using unbiased means of identifying studies, the scholar will compose a comprehensive review of the literature pertinent to his or her research question. This review should take the form of either a 3-5 page report similar in format to the Background and Significance section of an NIH proposal or an Integrative Review Paper suitable for submission to a peer reviewed journal. If appropriate the scholar will use meta-analysis techniques to quantitatively summarize the available literature and to describedescribe, integrate and consolidate any controversial the aspects. heterogeneity among the available studies. All scholars will present their review during a session of the Seminar. This requirement should be completed by the end of the first year of the program. It is anticipated that many, if not all scholars will submit their review for publication.
A Success of Mentored Research Projects
Trainees are required to complete an 8-unit (minimum) mentored research project of relevance to minority health and health disparities. To provide flexibility, trainees can extend this requirement to an extra semester with an additional 4 units of mentored research to complete their projects and manuscript preparations. Priority research areas for the mentored projects are obesity, cardiovascular disease, oral health, asthma, diabetes, HIV/AIDS, cancer, and preterm birth. Health disparities have been documented in these areas, and they are important health priorities for Hawai. In addition, we have identified committed mentors in each area of research. Selection and secured commitment of mentors will be guided by the PI, Co-PI, and Program Director and will require approval of an established Research Committee (specific for each trainee) and the CAC. Mentors will be accomplished clinical researchers with the time, expertise and willingness to nurture trainees� development.
Preparation for mentored projects will begin as soon as trainees enter the MSCR. The PI, Co-PI and Program Director will meet with the trainees, identify the trainees� research interests, determine whether trainees have identified a mentor, and make suggestions as to appropriate potential mentors. The PI, Co-PI and Program Director will encourage trainees to communicate with several potential mentors as early as possible to discuss research projects and facilitate determination of research focus. By the end of the second semester, all trainees will be matched with mentors.
In the fall semester of Year 01, trainees will write their research proposal during the Clinical Research Protocol Development and Scientific Writing course. The proposal will include a critical review of relevant background literature, study hypotheses and objectives, a discussion of sample size (and sampling methods, if applicable), a discussion of diagnostic criteria and other measurement issues, a timeline, and an analysis plan, including control methods for confounding variables and test methods for potential interactions.
Also by this semester the trainees will have established contact with their Research Mentoring Team. This will consist of 2 members: the trainee�s mentor (committee chair), and an epidemiologist or biostatistician. The team will guide the trainees in finalizing their study designs, and will assist with project implementation. A vital component of the MSCR, however, is self-directed study, and trainees will be expected to complete their research studies independently, following the guidance and oversight of their Research Committees. We expect that by successfully completing the mentored project, including active participation in regular meetings with their Research Committees, trainees will be exposed to invaluable experience through which they will develop the tools to become skilled clinical researchers.
Research : Develop and implement ethically and culturally appropriate clinical research that addresses health disparities in Asian and Pacific Islander populations.
Conduct clinical research with cultural competence.
- Analyze and synthesize literature to ascertain state of the science in regard to selected areas of clinical research, especially health disparities in Asian and Pacific Islander populations.
- Use the Internet to access clinical research information.
- Apply appropriate research methodologies to answer clinical research questions.
- Demonstrate successful scientific writing skills by producing scholarly works and writing an approved clinical research proposal.
- Make correct inferences from data.
- Apply clinical research findings by implementing and monitoring an action plan based on relevant data.
Professionalism/Ethics: Conduct ethically responsible and culturally competent clinical research.
- Demonstrate knowledge of laws, regulations, and policies related to the development and implementation of protocols.
- Apply ethical principles and cultural competence in the design and conduct of clinical research, especially with disadvantaged and underserved populations.
Culturally competent leadership and communication: Establish community- based research networks in area of interest.
- Communicate in a culturally competent manner with persons from diverse cultural, socioeconomic, educational, and professional backgrounds and with persons of all ages and lifestyle preferences.
- Communicate effectively in writing and voicing demographic, statistical, and scientific information for professional and lay audiences.
Interdisciplinary collaboration : Work collaboratively, interdependently and effectively with other members of the clinical research team.
- Manage clinical research project, including budget.
- Recruit and supervise necessary staff for clinical research project.
- Demonstrate the ability to manage research team task assignments.
- Demonstrate effective interpersonal skills, including the ability to work interdependently with other clinical research team members.
Self-directed learning : Demonstrate self-directed learning skills.
- Be able to obtain appropriate feedback, consultation, and/or review before, during, and after a research project.
- Conceptualize and synthesize the state of the science related to selected clinical research questions.
2) Where are your program's SLOs published?
Department Website URL: Student Handbook. URL, if available online: Information Sheet, Flyer, or Brochure URL, if available online: UHM Catalog. Page Number: Course Syllabi. URL, if available online: 
Other: http://www2.hawaii.edu/~mscr/ Other: 3) Upload your program's current curriculum map(s) as a PDF.
- File (03/16/2020)
4) What percentage of courses have the course SLOs explicitly stated on the course syllabus, department website, or other publicly available document? (Check one)
0% 1-50% 51-80% 81-99%
100%5) State the SLO(s) that was Assessed, Targeted, or Studied
Research : Develop and implement ethically and culturally appropriate clinical research that addresses health disparities in Asian and Pacific Islander populations.
Conduct clinical research with cultural competence.
- Analyze and synthesize literature to ascertain state of the science in regard to selected areas of clinical research, especially health disparities in Asian and Pacific Islander populations.
- Use the Internet to access clinical research information.
- Apply appropriate research methodologies to answer clinical research questions.
- Demonstrate successful scientific writing skills by producing scholarly works and writing an approved clinical research proposal.
- Make correct inferences from data.
- Apply clinical research findings by implementing and monitoring an action plan based on relevant data.
Professionalism/Ethics: Conduct ethically responsible and culturally competent clinical research.
- Demonstrate knowledge of laws, regulations, and policies related to the development and implementation of protocols.
- Apply ethical principles and cultural competence in the design and conduct of clinical research, especially with disadvantaged and underserved populations.
Culturally competent leadership and communication: Establish community- based research networks in area of interest.
- Communicate in a culturally competent manner with persons from diverse cultural, socioeconomic, educational, and professional backgrounds and with persons of all ages and lifestyle preferences.
- Communicate effectively in writing and voicing demographic, statistical, and scientific information for professional and lay audiences.
Interdisciplinary collaboration : Work collaboratively, interdependently and effectively with other members of the clinical research team.
- Manage clinical research project, including budget.
- Recruit and supervise necessary staff for clinical research project.
- Demonstrate the ability to manage research team task assignments.
- Demonstrate effective interpersonal skills, including the ability to work interdependently with other clinical research team members.
Self-directed learning : Demonstrate self-directed learning skills.
- Be able to obtain appropriate feedback, consultation, and/or review before, during, and after a research project.
- Conceptualize and synthesize the state of the science related to selected clinical research questions.
6) State the Assessment Question(s) and/or Goal(s) of Assessment Activity
Is the graduate able to:
Research : Develop and implement ethically and culturally appropriate clinical research that addresses health disparities in Asian and Pacific Islander populations.
Conduct clinical research with cultural competence.
- Analyze and synthesize literature to ascertain state of the science in regard to selected areas of clinical research, especially health disparities in Asian and Pacific Islander populations.
- Use the Internet to access clinical research information.
- Apply appropriate research methodologies to answer clinical research questions.
- Demonstrate successful scientific writing skills by producing scholarly works and writing an approved clinical research proposal.
- Make correct inferences from data.
- Apply clinical research findings by implementing and monitoring an action plan based on relevant data.
Professionalism/Ethics: Conduct ethically responsible and culturally competent clinical research.
- Demonstrate knowledge of laws, regulations, and policies related to the development and implementation of protocols.
- Apply ethical principles and cultural competence in the design and conduct of clinical research, especially with disadvantaged and underserved populations.
Culturally competent leadership and communication: Establish community- based research networks in area of interest.
- Communicate in a culturally competent manner with persons from diverse cultural, socioeconomic, educational, and professional backgrounds and with persons of all ages and lifestyle preferences.
- Communicate effectively in writing and voicing demographic, statistical, and scientific information for professional and lay audiences.
Interdisciplinary collaboration : Work collaboratively, interdependently and effectively with other members of the clinical research team.
- Manage clinical research project, including budget.
- Recruit and supervise necessary staff for clinical research project.
- Demonstrate the ability to manage research team task assignments.
- Demonstrate effective interpersonal skills, including the ability to work interdependently with other clinical research team members.
Self-directed learning : Demonstrate self-directed learning skills.
- Be able to obtain appropriate feedback, consultation, and/or review before, during, and after a research project.
- Conceptualize and synthesize the state of the science related to selected clinical research questions.
7) State the Type(s) of Evidence Gathered
Number of referred presentations
Number of articles submitted
Number of articles published
Number of grants written
Number of grants funded
Number abstracts submitted
Number abstracts selected for presentation
Number of posters submitted
8) State How the Evidence was Interpreted, Evaluated, or Analyzed
Both qualitative and qaltitive analysis were used
An independent evaluator summarized the findings
Faulty discuss the outcomes
9) State How Many Pieces of Evidence Were Collected
All students were invited to participate
10) Summarize the Actual Results
All students published at least 2 articles, and poster presentation and had abstracts accepted. Three had their grants funded. Student complete the PhD segment on an average of 3 years post masters.
11) Briefly Describe the Distribution and Discussion of Results
Data were compiled by an independent evaluator. ECafe will not allow an independent evaluator to use the system so we had to evolve our own on-line system. Data were analyzed both qualitatively and quantitatively by the evaluator. The analyses were discussed by the curriculum committee and the external advisory board.
12) Describe Conclusions and Discoveries
SLO's are being achieved
13) Use of Results/Program Modifications: State How the Program Used the Results --or-- Explain Planned Use of Results
These data were used as a part of the program evaluation.
14) Reflect on the Assessment Process
We would like the evaluator to be able to access ecafe
15) Other Important Information
Core Thematic Areas Competencies
I. CLINICAL AND TRANSLATIONAL
RESEARCH QUESTIONS
1. Identify basic and preclinical studies that are potential testable clinical research hypotheses.
2. Identify research observations that could be the bases of large clinical trials.
3. Define the data that formulate research hypotheses.
4. Derive translational questions from clinical research data.
5. Prepare the background and significance sections of a research proposal.
6. Critique clinical and translational research questions using data-based literature searches.
7. Extract information from the scientific literature that yields scientific insight for research innovation.
Core Competencies in Clinical and Translational Research
II. LITERATURE CRITIQUE 1. Conduct a comprehensive and systematic search of the literature using informatics techniques.
2. Summarize evidence from the literature on a clinical problem.
3. Describe the mechanism of a clinical problem reviewed in a manuscript.
4. Use evidence as the basis of the critique and interpretation of results of published studies.
5. Identify potential sources of bias and variations in published studies.
6. Interpret published literature in a causal framework.
7. Identify gaps in knowledge within a research problem.
III. STUDY DESIGN 1. Formulate a well-defined clinical or translational research question to be studied in human or animal models.
2. Propose study designs for addressing a clinical or translational research question.
3. Assess the strengths and weaknesses of possible study designs for a given clinical or translational research question.
4. Design a research study protocol.
5. Identify a target population for a clinical or translational research project.
6. Identify measures to be applied to a clinical or translational research project.
7. Design a research data analysis plan.
8. Determine resources needed to implement a clinical or translational research plan.
9. Prepare an application to an IRB.
IV. RESEARCH IMPLEMENTATION 1. Compare the feasibility, efficiency, and ability to derive unbiased inferences from different clinical and translational research study designs.
2. Assess threats to internal validity in any planned or completed clinical or translational study, including selection bias, misclassification, and confounding.
3. Incorporate regulatory precepts into the design of any clinical or translational study.
4. Integrate elements of translational research into given study designs that could provide the bases for future research, such as the collection of biological
specimens nested studies and the development of community-based interventions.
July 14, 2009
16) FOR DISTANCE PROGRAMS ONLY: Explain how your program/department has adapted its assessment of student learning in the on-campus program to assess student learning in the distance education program.
NA
17) FOR DISTANCE PROGRAMS ONLY: Summarize the actual student learning assessment results that compare the achievement of students in the on-campus program to students in the distance education program.
NA