Graduate Education for the Future: New Models and Methods for the Clinical and Translational Workforce.

This paper is the third in a five-part series on the clinical and translational science educational pipeline, and it focuses on strategies for enhancing graduate research education to improve skills for interdisciplinary team science. Although some of the most cutting edge science takes place at the borders between disciplines, it is widely perceived that advancements in clinical and translational science are hindered by the "siloed" efforts of researchers who are comfortable working in their separate domains, and reluctant to stray from their own discipline when conducting research. Without appropriate preparation for career success as members and leaders of interdisciplinary teams, talented scientists may choose to remain siloed or to leave careers in clinical and translational science all together, weakening the pipeline and depleting the future biomedical research workforce. To address this threat, it is critical to begin at what is perhaps the most formative moment for academics: graduate training. This paper focuses on designs for graduate education, and contrasts the methods and outcomes from traditional educational approaches with those skills perceived as essential for the workforce of the future, including the capacity for research collaboration that crosses disciplinary boundaries.

The 'Welcome Letter': A Useful Tool for Laboratories and Teams.

The ability to clearly set expectations is an important leadership characteristic. However it is very common for individuals heading up research laboratories or scientific collaborations to struggle with, or not identify the advantages of, explicitly communicating what they expect of the people working in their lab or participating on their team, not to mention what the participants can expect in return. Here we describe a 'Welcome Letter' as a tool that can be used in the scientific setting to effectively create a framework for working relationships and serve as a scaffold for building trust. The 'Welcome Letter' enables the lab leader to articulate expectations prior to incorporating new members into the group. Scientific teams can use the letter in much the same way, crafting it together to develop a shared vision for the functioning of the collaboration and once crafted, sharing it with new team members.

Collaboration and team science: from theory to practice.

Interdisciplinary efforts are becoming more critical for scientific discovery and translational research efforts. Highly integrated and interactive research teams share a number of features that contribute to their success in developing and sustaining their efforts over time. Through analysis of in-depth interviews with members of highly successful research teams and others who did not meet their goals or ended because of conflicts, we identified key elements that are critical for team success and effectiveness. There is no debate that the scientific goal sits at the center of the collaborative effort. However, supporting features need to be in place to avoid the derailment of the team. Among the most important of these is trust: without trust, the team dynamic runs the risk of deteriorating over time. Other critical factors of which both leaders and participants need to be aware include developing a shared vision, strategically identifying team members and purposefully building the team, promoting disagreement while containing conflict, and setting clear expectations for sharing credit and authorship. Self-awareness and strong communication skills contribute greatly to effective leadership and management strategies of scientific teams. While all successful teams share the characteristic of effectively carrying out these activities, there is no single formula for execution with every leader exemplifying different strengths and weaknesses. Successful scientific collaborations have strong leaders who are self-aware and are mindful of the many elements critical for supporting the science at the center of the effort.

Dear Doc: advice for collaborators.

Years ago, when Doc was a junior faculty member she became aware of a situation that changed her life. An extremely well-known senior scientist in her department took the data of a graduate student and published it in a very significant, oft-cited paper without crediting the student in any way. That this action had the tacit approval of the department chair was confusing. Dismayed by this violation of trust and feeling powerless to intervene, she decided to become the Dear Abby of Science. Working in the lab during the day she was becoming a world-renowned researcher as well as a highly revered mentor to younger scientists. At night, disguised as Dr. Doc she began advising other researchers who were looking for help with their sticky situations. As word of mouth spread about Doc more and more researchers sought out her advice about a wide range of problems in their labs and in their collaborations. She is currently entertaining a proposal from a collaborative group of editors from high-impact journals to develop a web presence that would offer insightful advice to struggling scientific collaborators around the world. The following is a selection of letters from Doc's files focused on collaboration. The names and details in the letters have been changed to protect confidentiality.