As a junior investigator, it can be overwhelming not only to believe that you can achieve a similar level of success as your academic mentors, but to also navigate the path of an academic career. Achieving one’s goals requires identifying important clinical questions, navigating the pearls and pitfalls of clinical research design/ grant writing, and demonstrating academic resilience. The ASH Clinical Research Training Institute (CRTI) is intentionally designed to help bring these goals to fruition.
Important clinical questions: Early-stage investigators (fellows, instructors, and junior faculty) are invited to submit applications that address a clinical research question. Applications receive a holistic review that includes identifying important and impactful clinical questions. However, a key process at CRTI involves educating trainees on how to redesign their clinical questions. Each trainee takes an active role in thoroughly assessing not only their own, but also their colleagues’ questions until all members of the CRTI team agree that two to three significant and innovative clinical questions have been developed.
Clinical research design/grant writing: Time at CRTI is split between interactive didactic sessions on clinical research design, and small-group, diseasespecific sessions for protocol and grant development. The minimum requirement for CRTI faculty selection is national and international expertise in a disease. As directors of CRTI, we seek out faculty who are also successful in early-stage investigator mentorship. Giving trainees access to leaders with a history of guiding early-stage investigators through their first trial, study, or grant allows each trainee to better understand the pearls and pitfalls of writing and conducting clinical research.
Academic resilience: Success in academics is often linked to being part of an academic community and having a strong peer support network. As CRTI co-directors, we strive to ensure that every CRTI trainee and faculty member is committed to facilitating yearlong meetings and connections that promote academic community support, as well as developing a supportive final workshop week in La Jolla, CA, for the trainees. As fellows and early-career faculty, individuals may feel the isolation that can accompany academic medicine. CRTI seeks to ensure that investigators develop the vital peer network that provides the communal support needed during the rough times of early protocol and grant submissions. Knowing that ASH, leading external mentors, and peers care about trainee success is vital support during this vulnerable early-career stage.
As co-directors, we committed six and eight years to CRTI, respectively, and we wholeheartedly believe in the program. This community supported us during our setbacks, fostered our careers as trainees and junior faculty, and created lifetime friendships. We are grateful for every trainee who let us be a part of their life and the devoted faculty who make the program great.
Jeffrey Lebensburger, DO, is Assistant Professor of Pediatrics, Division of Hematology/Oncology, University of Alabama at Birmingham, Birmingham, AL.
Amanda M. Brandow, DO, is Professor of Pediatrics, Section of Hematology/Oncology/Bone Marrow Transplantation, Medical College of Wisconsin, Milwaukee, WI.
