Validating curricular competencies in innovation and entrepreneurship for biomedical research trainees: A modified Delphi approach.

Autor:	Garbutt J; Department of Medicine, Washington University in St. Louis, St. Louis, MO, USA.; Department of Pediatrics, Washington University in St. Louis, St. Louis, MO, USA., Antes A; Department of Medicine, Washington University in St. Louis, St. Louis, MO, USA., Mozersky J; Department of Medicine, Washington University in St. Louis, St. Louis, MO, USA., Pearson J; Department of Medicine, Washington University in St. Louis, St. Louis, MO, USA., Grailer J; Department of Medicine, Washington University in St. Louis, St. Louis, MO, USA., Toker E; Department of Medicine, Washington University in St. Louis, St. Louis, MO, USA., DuBois J; Department of Medicine, Washington University in St. Louis, St. Louis, MO, USA.
Jazyk:	angličtina
Zdroj:	Journal of clinical and translational science [J Clin Transl Sci] 2019 Jul 29; Vol. 3 (4), pp. 165-183. Date of Electronic Publication: 2019 Jul 29 (Print Publication: 2019).
DOI:	10.1017/cts.2019.390
Abstrakt:	Introduction: Biomedical researchers need skills in innovation and entrepreneurship (I&E) to efficiently translate scientific discoveries into products and services to be used to improve health. Methods: In 2016, the European Union identified and published 15 entrepreneurial competencies (EntreComp) for the general population. To validate the appropriateness of these competencies for I&E training for biomedical researchers and to identify program content, we conducted six modified Delphi panels of 45 experts (6-9 per panel). Participating experts had diverse experience, representing such fields as entrepreneurship, academic research, venture capital, and industry. Results: The experts agreed that all 15 EntreComp competencies were important for biomedical research trainees and no additional competencies were identified. In a two-round Delphi process, the experts identified 120 topics to be included in a training curriculum. They rated the importance of each topic using a 5-point scale from not at all important (1) to extremely important (5) for two student groups: entrepreneurs (those interested in starting their own ventures) and intrapreneurs (those wanting to be innovative and strategic within academia or industry). Consensus (mean importance score >4) was reached that 85 (71%) topics were of high importance for the curriculum. Four topics were identified by multiple panels for both student groups: resiliency, goal setting, team management, and communication skills. Conclusions: I&E training for biomedical trainees should address all 15 EntreComp competencies, including "soft skills," and be flexible to accommodate the needs of trainees on different career trajectories. (© The Association for Clinical and Translational Science 2019.)
Databáze:	MEDLINE
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