Number
501
Name
Purposeful Partnering: Creating a Regional Partnership to Enrich Team Science Training For Early-Career Investigators at Two Academic Institutions
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Lauren Whitehouse, University of Kentucky
Carol Elam, University of Kentucky
Thomas Kelly, University of Kentucky
Victoria King, University of Kentucky
Tina Ngo, University of Kentucky
Emily Slade, University of Kentucky
Rebecca Allen, University of Kentucky
Laura Hildreth, University of Cincinnati College of Mediciine
Anna Johns, University of Cincinnati College of Medicine
John Kues, University of Cincinnati College of Medicine
Angela Mendell, University of Cincinnati College of Medicine
Jennifer Molano, University of Cincinnati College of Medicine
Presentation Topic(s)
Other
Description
PURPOSE
Given the proximity of two academic institutions with Clinical
Translational Science Awards (CTSAs), we piloted two distinct training
workshops—psychological safety and evaluation of opportunities—with
early-career investigators at both academic hubs. Each workshop was developed
and delivered by one of the partnering CTSAs, allowing for
cross-institutional sharing of expertise.
METHODS
To launch the purposeful partnering, team science educators at the two CTSA
hubs shared information about the nature of professional development
activities they had designed and offered to early-career investigators at
their institutions. Each group agreed to offer an original workshop at their
partner institution. Team 1 presented “Should I Join This Research Team?
Strategically Evaluating a New Teaming Opportunity,” while Team 2 presented
“Promoting a Positive Culture in Teams.” Our instructional goal was to
deliver skills-based training addressing opportunities and challenges unique
to translational research teams. Each session incorporated interactive
methods, including scenario analysis and discussion, think-pair-share
activities, and short video clips.
RESULTS
Likert-scale items and open responses were completed by workshop
participants before and after each offering. Attendees evaluated confidence
in their perceived abilities related to workshop objectives and their
perceptions of the utility and application of the content. Along with the
trainee evaluations, the two team science training groups completed a
qualitative interview to provide feedback, discuss andragogical strategies to
improve educational delivery and impact, and assess how to leverage the
expertise of each team to provide future team science programming across the
two institutions. The workshops were offered at both institutions in Fall
2025; results will be collated and shared at the IAMSE 2026 conference.
CONCLUSIONS
Our collaborative partnership promoted sharing of expertise, content, and
resources across institutions and expanded team science offerings across the
two CTSA hubs.
Given the proximity of two academic institutions with Clinical
Translational Science Awards (CTSAs), we piloted two distinct training
workshops—psychological safety and evaluation of opportunities—with
early-career investigators at both academic hubs. Each workshop was developed
and delivered by one of the partnering CTSAs, allowing for
cross-institutional sharing of expertise.
METHODS
To launch the purposeful partnering, team science educators at the two CTSA
hubs shared information about the nature of professional development
activities they had designed and offered to early-career investigators at
their institutions. Each group agreed to offer an original workshop at their
partner institution. Team 1 presented “Should I Join This Research Team?
Strategically Evaluating a New Teaming Opportunity,” while Team 2 presented
“Promoting a Positive Culture in Teams.” Our instructional goal was to
deliver skills-based training addressing opportunities and challenges unique
to translational research teams. Each session incorporated interactive
methods, including scenario analysis and discussion, think-pair-share
activities, and short video clips.
RESULTS
Likert-scale items and open responses were completed by workshop
participants before and after each offering. Attendees evaluated confidence
in their perceived abilities related to workshop objectives and their
perceptions of the utility and application of the content. Along with the
trainee evaluations, the two team science training groups completed a
qualitative interview to provide feedback, discuss andragogical strategies to
improve educational delivery and impact, and assess how to leverage the
expertise of each team to provide future team science programming across the
two institutions. The workshops were offered at both institutions in Fall
2025; results will be collated and shared at the IAMSE 2026 conference.
CONCLUSIONS
Our collaborative partnership promoted sharing of expertise, content, and
resources across institutions and expanded team science offerings across the
two CTSA hubs.