Informing training needs for the revised certified clinical data manager (CCDMTM) exam: analysis of results from the previous exam.

Objective: To inform training needs for the revised Certified Clinical Data Manager (CCDMTM) Exam. Introduction: Clinical data managers hold the responsibility for processing the data on which research conclusions and regulatory decisions are based, highlighting the importance of applying effective data management practices. The use of practice standards such as the Good Clinical Data Management Practices increases confidence in data, emphasizing that the study conclusions likely hold much more weight when utilizing standard practices. Methods: A quantitative, descriptive study, and application of classic test theory was undertaken to analyze past data from the CCDMTM Exam to identify potential training needs. Data across 952 sequential exam attempts were pooled for analysis. Results: Competency domain-level analysis identified training needs in 4 areas: design tasks; data processing tasks; programming tasks; and coordination and management tasks. Conclusions: Analysis of past CCDMTM Exam results using classic test theory identified training needs reflective of exam takers. Training in the identified areas could benefit CCDMTM Exam takers and improve their ability to apply effective data management practices. While this may not be reflective of individual or organizational needs, recommendations for assessing individual and organizational training needs are provided.

Assessing the Alignment of Objectives, Instructional Activities, and Assessments in a Biomedical Informatics Curriculum.

The objective of this research was to assess the alignment of course learning objectives, instructional activities, and course assessments in a Biomedical Informatics curriculum. Each syllabi in the curriculum was reviewed and scored according to a validated rubric. Disagreements among reviewers adjudicated by consensus. Only low and moderate levels of alignment were identified. The results indicated the needs and goals of courses could be more effectively met with faculty investment in syllabi redesign and clarification to achieve course objectives. Root causes included word choice in learning objective statement as well as lack of consideration of instructional scaffolding by the course developer.