The Multidisciplinary Translational Team (MTT) Model for Training and Development of Translational Research Investigators

Abstract

Multiinstitutional research collaborations now form the most rapid and productive project execution structures in the health sciences. Effective adoption of a multidisciplinary team research approach is widely accepted as one mechanism enabling rapid translation of new discoveries into interventions in human health. Although the impact of successful team-based approaches facilitating innovation has been well-documented, its utility for training a new generation of scientists has not been thoroughly investigated. We describe the characteristics of how multidisciplinary translational teams (MTTs) promote career development of translational research scholars through competency building, interprofessional integration, and team-based mentoring approaches. Exploratory longitudinal and outcome assessments from our experience show that MTT membership had a positive effect on the development of translational research competencies, as determined by a self-report survey of 32 scholars. We also observed that all trainees produced a large number of collaborative publications that appeared to be associated with their CTSA association and participation with MTTs. We conclude that the MTT model provides a unique training environment for translational and team-based learning activities, for investigators at early stages of career development.

Keywords: Clinical Translational Science Award (CTSA); early career investigators; interdisciplinary science; team-science education; translational research competencies.

Figure 1

Schematic of member groups within the MTT, with emphasis on early‐career investigators (Assistant Professors), shown in the gray filled ellipse. Other MTT members and member groups are shown in additional ellipses around the circumference of the main MTT circle. The designation as Project Manager for some early‐career investigators allows development of team leadership and administrative skills, as previously presented.3, 29