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Investigator Education: Training for Accountability in Human Research Protection Programs

Investigator Education: Training for Accountability in Human Research Protection Programs. Lynn Willis Medical Research Summit April 22, 2004 Session 3.03. Disclaimer:

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Investigator Education: Training for Accountability in Human Research Protection Programs

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  1. Investigator Education: Training for Accountability in Human Research Protection Programs Lynn Willis Medical Research Summit April 22, 2004 Session 3.03

  2. Disclaimer: • The views expressed in this presentation do not represent the official views of the Veterans Health Affairs (VHA) Office of Research Oversight (ORO), VHA or the US Government

  3. Related Publications • Beecher, Henry Ethics and Clinical Research New Engl J Med (274) 1966: 1354-60 • Wyngaarden, JB The clinical investigator as an endangered species N Engl J Med (301) 1979: 1254-9 • Lehotay, DC et.al. A program for training physician investigators. J Med Educ 57(8) 1982: 602-8 • NIH Director's Panel on Clinical Research Report 12/97 http://www.nih.gov/news/crp/97report/execsum.htm • IOM Integrity in Scientific Research, Creating an Environment That Promotes Responsible Conduct 2002

  4. Common Themes • Shortage of well-trained physician-scientists dedicated to careers in clinical research • Majority of US Investigators learn their role through informal or "on-the-job" training • reliance on sponsor instruction and feedback (what to do and how well it was done) • approach IRB approval as a challenge to be overcome • “The most unpredictable and influential variable is the individual scientist”-IOM

  5. Learning Organizations and Accountability • Personal Mastery • Mental Model • Shared Vision • Team Learning • Systems Thinking Senge, Peter The Fifth Discipline, The Art of the Learning Organization 1990 Doubleday Publishing

  6. Accountability-based design system • Roles are clearly defined • Expectations for the role are specified in detail so that performance can be measured • No difference between paper process and what is actually done • Facilitated by supporting organizational structure • Institutional expectations should be unambiguous and the consequences of actions should be clear

  7. Our system • Culture of continuous learning • Accountability based team approach • Medical care model for KSA decisions • Decision making at the point of care • Focus on outcomes • Business decision based on cost:benefit ratio

  8. Findings • Dialogue and decision making lead to new awareness and culture of compliance • Success of clinical research depends on well coordinated, skilled, knowledgeable team • Depends on everyone knowing and understanding role and having skills to achieve expectations (KSA) • Not every clinical trial should be done

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