Adapting the American society of hematology crti-la model to build clinical research capacity in Mexico: Results from the ameh-I3 course
Notice bibliographique
Résumé
Abstract Introduction: Building research capacity is essential for advancing evidence-based clinical practice. However, access to structured research training remains uneven, particularly in low and middle-income countries, posing a major barrier to scientific development. Given these limitations, adapting existing high-quality international programs to local contexts represents a promising strategy. Objective: To adapt the American Society of Hematology's Clinical Research Training Institute in Latin America (CRTI-LA) model, a successful international in-person training experience that educates international early career hematologists and fellows, to the Mexican context, and explore its impact on self-reported research capacity development. Methods: We conducted a pre-post study to assess the changes in perceptions, and research confidence among early-career hematologists who participated in the adapted CRTI-LA course. Eligible participants were hematology fellows, or early-career clinical hematologists actively working in Mexico. Fourteen individuals were selected through a competitive national call issued by the Agrupación Mexicana para el Estudio de la Hematología (AMEH). Selection criteria included trainees with a clinical focus, ≤15 years post-training, a research question, and motivations for developing investigator-initiated research. The “AMEH I3 course” took place on Veracruz on October 2024. The 2-day spanish language program was designed to cover a range of essential topics in clinical research including how to formulate research questions and study designs, effective data management, statistical methods, ethical considerations and the use of patient-reported outcomes in clinical trials. Additional modules focused on scientific writing and the publication process, aiming to equip participants with the skills necessary to prepare abstracts and manuscripts suitable for peer-reviewed journals.Teaching methods were diverse and interactive, consisting of didactic lectures, small-group discussions, case-based learning exercises, and personalized one-on-one mentorship sessions. Faculty members included past CRTI-LA trainees and faculty, senior researchers and clinicians with expertise in clinical research and hematology, representing both national and international academic institutions. The primary endpoint was to evaluate the impact of the course on participants’ self-reported research skills and attitudes 6 months after the course using an electronic form using a verbal Likert format (strongly aggree to strongly disagree) and additional open-ended questions to capture qualitative insights. Results: Thirteen of 14 participants answered the follow-up survey (92%). Over 80% rated all components of the course: presentations, small group sessions, networking meetings, and one-on-one mentorship sessions as “useful” or “very useful”. Most (77%) found the content of the course relevant for their current position, 69% agreed and 23% strongly agreed to feel confident performing research in their field, 92% strongly agreed and 8% agreed that the knowledge and skills of the I3 course would be fundamental for their capacity to perform research. Confidence in key research domains were high: 84% felt confident in preparing a solid clinical research proposal; 92% in developing a solid scientific hypothesis; 92% with the basics of developing a grant proposal. Areas of less confidence included skills for observational epidemiological research, opportunities to collaborate with peers and clinical research leaders in the field. The most useful components identified were stasitics (n=7), one-on-one mentorship (n=3), and study design (n=3). Thematic analysis of open-ended responses revealed overwhelmingly positive perceptions, citing the program as “an excelent opportunity for professional and personal growth”. Suggested improvements included dedicating more time to specific topics and deeper emphasis on funding sources. Participants also expressed a strong desire to see the course countinued: “Hopefully it will continue for future generations.” Conclusions: The AMEH-I3 course, a Mexican adaptation of the ASH CRTI-LA model, was successfully implemented and well-received by participants. These results suggest that this model can be effectively replicated by CRTI-LA alumni in LMICs through sustained national and international collaboration. The second iteration of AMEH-I3 will take place in October 2025.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,008 | 0,013 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,001 |
| Communication savante | 0,002 | 0,001 |
| Science ouverte | 0,001 | 0,003 |
| Intégrité de la recherche | 0,001 | 0,002 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».