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“Developing Effective
Training and Education
Modules”
National Council of University Research Administrators
50th Anniversary Meeting
Monday, November 3, 2008 / Washington, D.C.
Tony Onofrietti, M.S., CRSS
Director of Research Education
The University of Utah
801-585-3492
tony.onofrietti@hsc.utah.edu
www.education.research.utah.edu
Overview of Presentation
• Describe how to develop effective
training and education modules
in the research environment
• Discuss the importance of analyzing,
designing, developing, implementing
and evaluating training modules
• Demonstrate how to use interactive
technology to enhance teaching
and learning effectiveness
Meet Your Colleagues
Please indicate your gender:
1. Female 18%
2. Male
♀♂ 82%
Female Male
Where are you from?
17% 1. Region I
11% 2. Region II
24% 3. Region III
28% 4. Region IV
7% 5. Region V
13% 6. Region VI/VII
What type of organization
do you represent?
53%
1. College or university with
a medical school
31%
2. College or university without
a medical school
14%
3. Non-Profit Organization
4. Private Research Firm 0% 0%
2%
5. Governmental Agency
...
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6. Other
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What type of position do you have:
1. Senior Administration
16%
2. Department Manager
3. Grants & Contracts 0%
Officer 1% 35%
4. Study Coordinator
5. Faculty / PI 33%
14%
6. Other
Senior Administra... Department Manager
Grants & Contract... Study Coordinator
Faculty / PI Other
How long have you worked
in the research industry?
1. 0 - 2 years
15%
2. 3 - 5 years
20%
3. 6 - 10 years
30%
4. More than 10 years
35%
Research Administration Training Series (RATS):
Goals & Objectives
• to ensure compliance with all federal
and university regulations
• to enhance the overall productivity
of members of the research
community
• to develop a standardized body of
knowledge, and
• to support and maintain best practice
methodologies in research
www.education.research.utah.edu
Training and
Educational Outreach
What is Research?
A systematic investigation
designed to develop or
contribute to generalizable
knowledge.
Many forms of research exist …
Who are our target audiences?
All members of the University of Utah
research community:
• Departmental Administrators
• Clinical Research Coordinators
• Principal Investigators
• Research Staff and Students
(postdoctoral scholars, graduate, undergraduate)
• Physicians & Nurses
• Local area hospitals, private
clinics and related personnel
Regulatory
Resources
• Food and Drug Administration
• http://www.fda.gov/
• Department of Health and Human Services
– Office for Human Research Protections
• http://www.hhs.gov/ohrp/
– Federal Office of Research Integrity
• http://ori.dhhs.gov/
• Public Health Service Policies on Research Misconduct
– http://ori.dhhs.gov/documents/FR_Doc_05-9643.shtml
• Executive Office of the President of the United States
– Office of Management and Budget
• OMB Circulars (Educational and Non-Profit Institutions: A-21, A-110, A-122 & A-133)
• www.whitehouse.gov/omb/circulars/index.html
• National Institutes of Health
– Bioethics Resources and the Office of Science Policy
• http://bioethics.od.nih.gov/
Effects of Noncompliance
• Immediate loss of
funding for all
federally funded
human subject
research
• Damage to an
institution’s
reputation
• Jeopardizes future
ability to secure
research funding
• Damage to an
investigator’s
reputation
• Adverse effects on
graduate research
students
Beyond Compliance
Professional Development
• Improve job performance and potential for advancement
• Maintain competencies and share learned information
• Address specific & immediate needs in areas of responsibility
Networking and Socialization
• Peers and Colleagues
• Senior Administration
• Research Community
Marketing Opportunities
• Institution (Culture)
• Presenters (Departments)
• Participants (Advocacy)
Training + Collaboration = Success!
Recruit and Retain
Subject Matter Experts (SMEs)
• Identify and recognize as distinguished faculty
• Encourage co-presenters, panels and
consultants
• Coordinate planning meetings to design
course format and to develop curriculum
• Assess speaker strengths
and weaknesses
• Provide support and
speaker enhancement
services
• Share evaluation feedback
• Group appreciation events
Remember …
Even those who
are the very best
at what they do
have mentors
and collaborators.
Develop & Maintain
Key Partnerships
At my institution, we have …
1. Formal research 59%
training and educational
outreach programs
2. Informal research training
and educational 21%
outreach programs 14%
3. Both formal and 6%
informal research
training programs
..
..
...
a.
...
n.
tr
fo
4. No research training
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N
Research administration personnel
at my institution are mostly:
(please vote 4 times in rank order)
1. Traditionalists 842
2. Baby Boomers 672
3. Generation X 493
401
4. Millenials
Traditionalist Baby Boomers Generation X Millenials
1900-1945 1946-1964 1965-1980 1981-2000
Typically loyal, Tend to be optimistic, Are independent, Team oriented,
controlling, honor the social reformers, competent, suspicious determined and of the
s
X
al
t ..
s
workaholics, of authority and
er
n
ni
chain of command and Internet generation.
is
tio
om
al
e
technologically adept.
il l
competitive and are
a
on
are self-sacrificing.
Bo
M
er
from the "Me" i ti
en
by
ad
G
generation.
Ba
Tr
Principles of Adult Learning
• Adults as Learners
• Sources of
Motivation
• Barriers to
Learning
• Tips for Effective
Instruction
Ref: Stephen Lieb, Senior Technical Writer
and Planner, Arizona Department of
Health Services
Adults as Learners
• Autonomous and Self-Directed
• Personal and Professional
Life Experiences and Knowledge
• Goal-Oriented
• Relevancy and Applicability
• Practical and Pragmatic
• Respect and Self-Esteem
Sources of Motivation
• Compliance with Formal Authority
• Professional Advancement
• Social Interaction and Networking
• Personal Development
• Service and Contribution
• Inspiration, Fulfillment, Enrichment
Certificates of
Achievement
• Specialized tracks of study
within the overall curriculum
• Official recognition awarded by the
Vice President for Research
• Designed to address the specific and
immediate needs of participants in
an area of expertise
• Enables participants to maintain
understanding of current best
practices and to update and share
learned information on a regular basis
Your Clinical Research Certificate:
There are 10 requirements still unmet.
Barriers to Learning
• Adults have many responsibilities
that must be balanced against the
demands of participating in learning
opportunities
• Each source of motivation may also
present its own specific barrier
• The best way to motivate adult
learners is to enhance their reasons
for participating and to decrease the
perceived barriers
Tips for Effective Instruction
• Learning occurs within each
individual as a continual process
throughout life
• Adults learn at different speeds
• Proper timing and positive
reinforcement fosters learning
• Learning results from stimulation of
the senses
Motivation
• Set a positive tone for the lesson
• Set an appropriate level of concern
• Set an appropriate level of difficulty
• Adults must see a tangible reward
for learning
Reinforcement
• Positive Reinforcement
• Negative Reinforcement
• Reinforcement should be part
of the learning
process to
ensure correct
behavior
Retention
• Adults must retain information
from classes in order to benefit
from the learning
• Adults must see a meaning or
purpose for that information
• If adults did not learn the material
well initially, they will not retain it
well either
Transference
• Positive Transference
• Negative Transference
• Association - participants can associate the
new information with something that they
already know
• Similarity - the information is similar to material
that participants already know; it revisits a
logical framework or pattern
• Degree of Original Learning
• Critical Attribute Element - the information
learned contains elements that are
extremely beneficial (critical) on the job
Tony’s Tips for
Effective Instruction
• Know your subject ! Know your audience !
• Stay focused on the learning objectives
• Serve as the facilitator
• Effective instructors recognize how adults
can best learn the content
• Adults learn on a “need-to-know” basis
• What’s In It For Me (WIIFM)?
• Always play “What’s My Point !”
• If you’re not having fun, your audience
probably is not having fun either !
Let’s Review …
Compliance with formal
authority may include:
1. A requirement for competence
6%
or licensing
2. The need to maintain old skills
7%
or learn new ones to adapt to
job changes
7%
3. The need to learn in order to
comply with company directives
79% 4. All of the above
The best way to motivate adult learners is
to enhance their reasons for participating
and to decrease perceived barriers
98%
1. True
2. False 2%
ue
e
ls
Tr
Fa
Which of the following is not
true:
0% 1. Learning occurs as a continual
process throughout life
99% 2. Adults learn at the same speed
1%
3. Proper timing and positive
reinforcement foster learning
0% 4. Learning results from stimulation
of the senses
Negative reinforcement should be
part of the learning process to
ensure correct behavior.
60%
40%
1. True
2. False
ue
e
ls
Tr
Fa
The Critical Attribute Element is when
information is similar to material that
participants already know.
62%
38%
1. True
2. False
ue
e
ls
Tr
Fa
Four Stages of
Curriculum Planning
4. Curriculum 1. Curriculum
Monitoring Preparation
3. Curriculum 2. Curriculum
Implementation Development
Identify Curriculum Needs
• Determine areas and topics in which
learners need to develop knowledge,
skills and abilities
• Assess current staff performance
strengths and weaknesses
• consult departments about frequently occurring
areas of training need
• ask staff and former training participants their views
on training needs
• review professional associations for emerging
training needs
• Gauge levels of staff expertise and
seek input from subject matter experts
Pre-Award Topics
• Researcher Resources
• Funding Searches
• Grant Writing
• Proposal Preparation
• Budget Development
Which of the following is not a
suggested strategy for getting your
NIH Grant funded:
0%
1. Get it to the Right Place
82% 2. Give Them What They Don’t Expect
3% 3. Write for the Reviewers (Readers)
4. Understand the System & Review
0%
Criteria
15%
5. Continually Position Yourself
Post-Award Topics
• Project Management
• Grants and Contracts
Administration
• Governmental and
Research Accounting
• Effort Reporting, Audits
and Recharge Centers
F&A is an allowable expense
under a subcontract if:
1. It is included in the 57%
subcontract budget
2. The subcontractor has
a currently valid, 26%
federally negotiated
8% 9%
F&A rate
3. It is reasonable
e
.
..
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bl
4. It is 10% of total
...
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th
o
lp
or
as
in
ta
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ac
re
project costs or less
to
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de
is
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on
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It
%
bc
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10
in
su
is
is
e
It
Th
It
Clinical Research
Topics
• Institutional Review Board &
Human Subject Research
• Good Clinical Practices
• Source Documentation and
Data Management
• Financial Management of
Clinical Trials
Who is ultimately responsible for
compliance to a clinical trial?
77%
1. Patient
2. Principal
Investigator
3. Sponsor 19%
4. IRB 0%
4% 1%
5. Study
or
nt
B
or
r
so
IR
tie
at
at
on
Coordinator
tig
in
Pa
rd
Sp
s
ve
oo
In
C
al
y
ud
p
ci
St
in
Pr
Curriculum Development
• Define specific learning objectives for each
training area and topic
• Select the most effective method of delivery
• Policy Letters, Emails & Web Postings
• Online Training Courses
• Classes, Workshops and Meetings
• Consider various teaching strategies to
enhance the learning experience
• Pre-Test / Post-Test; Panel Discussions; Case Studies
• Handout Materials
• Interactive Exercises
• Draft and revise content
• Stay focused on learning outcomes
• “Work Backwards”
Interactive Technology:
Applications and Features
A Data Collection & Assessment Tool
• Demographics • Surveys & Evaluations
• Question Exercises • Exam Prep & Review
• Comparative Links • Team Competitions
• Priority Rankings • Comprehensive
• Conditional Report Summaries
Branching • Fully Integrated in
• “On-the-Fly” Polling PowerPoint®
• Pre / Post Testing and WebCT®
• Case Study Analysis
Key Concepts
to Consider
• Stay focused on training
content and objectives
• Determine how class productivity and
learning retention would be
enhanced by using interactive
technology
• Plan ahead. Test and retest.
Seek input from a variety of
collaborators to develop
the most effective program
Pre-Test / Post-Test
“I’m Listening!”
“If you think you can do a thing or think
you can't do a thing, you're right.”
1. Albert Einstein
2. Henry Ford
3. Benjamin
Franklin
4. Nelson
Mandela
5. John Wooden
Albert Benjam in Nelson
Henry Ford John Wooden
Einstein Franklin Mandela
8% 74% 1% 0% 17%
18% 49% 13% 10% 10%
“Things turn out best for those who make
the best out of how things turn out”
1. Winston
Churchill
2. Benjamin
Franklin
3. Abraham
Lincoln
4. Henry David
Thoreau
5. John Wooden
Winston Benjam in Abraham Henry David
John Wooden
Churchill Franklin Lincoln Thoreau
16% 3% 0% 1% 81%
40% 15% 14% 18% 13%
“I am only one, but still I am one. I cannot do
everything, but still I can do something. And I
will not refuse to do something that I can do.”
1. Mahatma
Gandhi
2. Helen Keller
3. Robert F.
Kennedy
4. Martin Luther
King, Jr.
5. Nelson
Mandela Mahatm a
Gandhi
Helen Keller
Robert F.
Kennedy
Martin Luther
King, Jr.
Nelson
Mandela
0% 100% 0% 0% 0%
51% 17% 2% 6% 24%
“Success is not final, failure is not fatal:
it is the courage to continue that counts.”
1. Winston
Churchill
2. Harry S. Truman
3. Martin Luther
King, Jr.
4. Abraham Lincoln
5. Theodore
Roosevelt
Winston Harry S. Martin Luther Abraham Theodore
Churchill Trum an King, Jr. Lincoln Roosevelt
99% 0% 0% 0% 1%
24% 22% 10% 13% 30%
“I hear, I forget. I see, I remember.
I do, I understand. I practice, I master.”
1. Aesop
2. Aristotle
3. Cicero
4. Confucius
5. Hippocrates
Aesop Aristotle Cicero Confucius Hippocrates
0% 0% 0% 99% 1%
1% 27% 2% 56% 14%
Priority Rankings
“It’s A Wonderful Life”
(No man is a failure who has friends)
Good Clinical Practice
and Source Documentation
As the Study Coordinator, you arrive early
one morning to find a message that the
physician (PI) enrolled a patient in the
Pediatric Intensive Care Unit during the night.
All the paperwork has been left in your
mailbox to create a study file and perform
the necessary follow-up.
Upon reviewing the documents, you
immediately notice that the Informed Consent
form used was a previously approved version
rather than the one with the currently
approved IRB watermark.
Select the following steps in proper
sequence to remedy the situation:
1. File the correct version 691
2. Notify the IRB 587
520 500
3. Provide the parent with
a copy of the current
329
version 315
4. Notify the PI
5. Explain the situation
and ask the parent to
sign a current version
B
on
PI
..
it.
n.
IR
6. Include appropriate
...
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io
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notations with the
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original of the
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obsolete version
Pr
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To remedy the situation, perform the
following steps in proper sequence:
1. Notify the PI (#4)
2. Explain the situation and ask the parent to
sign a current version (#5)
3. Provide the parent with a copy of the
current version (#3)
4. File the correct version (#1)
5. Notify the IRB (#2)
6. Include appropriate notations with the
original of the obsolete version (#6)
Please select in rank order your Top 3
funding priorities for FY 2008-09:
1. Capital Equipment 512
2. Computer Software
3. Facility Improvements
399
4. Hire Additional Staff
313
5. Increase Salaries 212
6. Office Furniture 126
88
110
78
7. Professional Memberships 25
8. Training Programs
s
es
be re
Ex ms
s
Sa ff
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Fu es
r S en
ip
t io e nt
ar
ta
9. Travel Expenses
em itu
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ip
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Please select in rank order your Top 3 funding
priorities for FY 2007-08:
3%
Capital Equipment 9% 11%0%
0% 0%
Computer Software 9% 13% 33% 0%
Facility Improveme... 3%
16% 11%0%11%
Hire Additional St... 22% 32% 19% 33% 33% 22%
Increase Salaries 9% 11% 25% 33% 0% 22%
0%
Office Furniture 3%11%
3%
Professional Membe...0%0%
Training Programs 25% 26% 28% 33% 11%
0%
0%
Travel Expenses 6%11%6% 33% 22%
0% 20% 40% 60% 80% 100% 120% 140% 160% 180%
Senior Adm i... Departm ent ... Grants & Co... Study Coord... Faculty / PI Other
Case Studies
The Socratic Method
Public Health Service
(PHS) Regulations
• “Research misconduct means
fabrication, falsification, or
plagiarism in proposing, performing,
or reviewing research, or in
reporting research results.”
42 CFR 93.103
An allegation of sexual harassment was filed by a
post-doctoral fellow against a junior faculty member.
The two worked together for 18 months developing a
new psychological assessment scale. The institution
investigated and determined the allegations to be true.
Is this an example of
Research Misconduct? 10%
1. Yes
2. No
90%
Yes No
A faculty member is reviewing data from a series of
experiments in preparation of a manuscript. Data points
from one set of experiments tend to be outliers and
prevent the analysis from achieving statistical
significance. The investigator decides to eliminate those
data points from the analysis with the assumption that
there may have been technical problems for that set.
Is this an example of
Research Misconduct? 15%
1. Yes
2. No
85%
Yes No
The senior faculty member in a laboratory
requires her name on all papers published
from her lab, whether or not she made
substantive contributions to the work.
Is this an example of
Research Misconduct?
34%
1. Yes
2. No 66%
Yes No
Curriculum Implementation
• Understand your institutional culture
• Define training infrastructure needs
• Make decisions about the support
required for your program
• Benchmark and track progress
• Monitor and share statistical data
about participation and
performance rates
Records and Statistics
Maintain accurate training data for good
customer service, for reporting and
benchmarking functions, and for future
program justification:
• Number of Registrants and Attendees
• Demographics of Attendees
• Number of Evaluations Collected
• Revenues and Fees Received
• Administrative Costs Incurred
• Content Documentation
Curriculum Monitoring
• Observe the program first-hand
• Collect evaluations and review
responses collaboratively
• Provide coaching feedback for
instructors
• Solicit feedback on the curriculum
from departments
• Do not be afraid to make changes
where necessary
Overview of Presentation
• Describe how to develop effective
training and education modules
in the research environment
• Discuss the importance of analyzing,
designing, developing, implementing
and evaluating training modules
• Demonstrate how to use interactive
technology to enhance teaching
and learning effectiveness
“Describe how to develop effective training
and education modules in the research
environment”
37% 36%
1. Poor
2. Fair 20%
3. Good
4. Very 6%
Good 0%
5. Excellent ir
d
nt
d
or
oo
oo
Fa
lle
Po
G
G
ce
ry
Ex
Ve
“The importance of analyzing, designing,
developing, implementing and evaluating
training modules was discussed.”
95%
1. True
2. False
5%
ue
e
ls
Tr
Fa
“Interactive technology in this session
enhanced the lecture experience and
improved teaching effectiveness.”
1. Strongly Disagree
68%
2. Disagree
3. Somewhat
Disagree 21%
4. Somewhat Agree 3% 3%
5%
1%
5. Agree
e
ee
e
ee
e
e
re
re
re
re
6. Strongly Agree
gr
gr
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St
So
Take Home
Points
• Focus on training program content and
educational outreach objectives when
designing research education programs
• Incorporate useful, proven and cost-effective
technologies to deliver quality training
content and to manage program services
• Consider RosterTech™ online registration
and data management software, and
TurningPoint® interactive technology,
for your research training programs
