Validating curricular competencies in innovation and entrepreneurship for biomedical research trainees: A modified Delphi approach
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. In 2016, the European Union identified and published 15 entrepreneurial competencies (EntreComp) for the general po...
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| Published in | Journal of clinical and translational science Vol. 3; no. 4; pp. 165 - 183 |
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| Main Authors | , , , , , , |
| Format | Journal Article |
| Language | English |
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England
Cambridge University Press
01.08.2019
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| Abstract | 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.
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.
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.
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. |
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| AbstractList | AbstractIntroduction: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. INTRODUCTIONBiomedical researchers need skills in innovation and entrepreneurship (I&E) to efficiently translate scientific discoveries into products and services to be used to improve health.METHODSIn 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.RESULTSThe 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.CONCLUSIONSI&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. 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. Abstract 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. 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. 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. 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. 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. |
| Author | Pearson, James Garbutt, Jane Antes, Alison Mozersky, Jessica DuBois, James Grailer, Joseph Toker, Emre |
| AuthorAffiliation | 1 Department of Medicine , Washington University in St. Louis , St. Louis, MO , USA 2 Department of Pediatrics , Washington University in St. Louis , St. Louis, MO , USA |
| AuthorAffiliation_xml | – name: 2 Department of Pediatrics , Washington University in St. Louis , St. Louis, MO , USA – name: 1 Department of Medicine , Washington University in St. Louis , St. Louis, MO , USA |
| Author_xml | – sequence: 1 givenname: Jane surname: Garbutt fullname: Garbutt, Jane organization: Department of Pediatrics, Washington University in St. Louis, St. Louis, MO, USA – sequence: 2 givenname: Alison surname: Antes fullname: Antes, Alison organization: Department of Medicine, Washington University in St. Louis, St. Louis, MO, USA – sequence: 3 givenname: Jessica surname: Mozersky fullname: Mozersky, Jessica organization: Department of Medicine, Washington University in St. Louis, St. Louis, MO, USA – sequence: 4 givenname: James surname: Pearson fullname: Pearson, James organization: Department of Medicine, Washington University in St. Louis, St. Louis, MO, USA – sequence: 5 givenname: Joseph orcidid: 0000-0003-2500-4967 surname: Grailer fullname: Grailer, Joseph organization: Department of Medicine, Washington University in St. Louis, St. Louis, MO, USA – sequence: 6 givenname: Emre surname: Toker fullname: Toker, Emre organization: Department of Medicine, Washington University in St. Louis, St. Louis, MO, USA – sequence: 7 givenname: James surname: DuBois fullname: DuBois, James organization: Department of Medicine, Washington University in St. Louis, St. Louis, MO, USA |
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| Copyright | The Association for Clinical and Translational Science 2019. 2019 This article is published under (https://creativecommons.org/licenses/by/3.0/) (the “License”). Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License. The Association for Clinical and Translational Science 2019 2019 The Association for Clinical and Translational Science |
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| Snippet | Biomedical researchers need skills in innovation and entrepreneurship (I&E) to efficiently translate scientific discoveries into products and services to be... Abstract Introduction: Biomedical researchers need skills in innovation and entrepreneurship (I&E) to efficiently translate scientific discoveries into... Introduction:Biomedical researchers need skills in innovation and entrepreneurship (I&E) to efficiently translate scientific discoveries into products and... INTRODUCTIONBiomedical researchers need skills in innovation and entrepreneurship (I&E) to efficiently translate scientific discoveries into products and... AbstractIntroduction:Biomedical researchers need skills in innovation and entrepreneurship (I&E) to efficiently translate scientific discoveries into products... |
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| SubjectTerms | biomedical competencies Curricula Delphi process Education Entrepreneurship Ethics innovation Medical innovations Systematic review Training |
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| Title | Validating curricular competencies in innovation and entrepreneurship for biomedical research trainees: A modified Delphi approach |
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