Biomedical Research Education Programs : UNM Health Sciences Center

MSCR Curriculum

The MSCR curriculum requires a total of 36 credits to graduate:

  • 14 credits from the CTS program
  • 12 credits of higher level competencies (Level 2 and above)
  • 4 Credits of BIOM 568: Seminar taken over a 2-year period
  • 6 credits of BIOM 599 for thesis preparation and defense

Year One:

Students complete the core curriculum for the CTS program and enroll in BIOM 568: Seminar after being admitted into the MSCR program (February).

A total 14 Credits from the CTS Curriculum and 2 Seminar Credits (BIOM 568) after being admitted into the MSCR (16 credits total).

To view the curriculum of the CTS program, click here.

Year Two:

Starting in the Summer term of Year 2, students will begin earning 12 Credits of upper-level competencies that are offered in an independent study model and are customized based on each student’s interests, research project and desired emphasis. An additional 2 credits of Seminar will also be earned during year 2.

12 Domains :

  • BIOM 556: Research Design
  • BIOM 557: Measurement
  • BIOM 558: Study Implementation and Project Management
  • BIOM 559: Biostatistics
  • BIOM 560: Current and Emerging Technologies
  • BIOM 561: Patient Outcomes Research
  • BIOM 562: Epidemiology
  • BIOM 563: Conducting Research within Healthcare Systems
  • BIOM 564: Biomedical Informatics
  • BIOM 565: Cultural Competence
  • BIOM 566: Grantsmanship
  • BIOM 567: Biomedical Ethics

In order to complete the MSCR degree, students must enroll in at least 6 Thesis hours and prepare a thesis document in accordance with the MSCR and Office of Graduate Studies guidelines. Students must present their completed thesis research to a public audience and defend their project during a closed exam session with their Committee On Studies. The program is designed for students to be able to complete the MSCR in a two-year period and the defense is typically scheduled for the Summer term of year 2.

 

Special note to all training grant applicants (institutional and individual) and Clinical Fellowship and Residency Program Directors: The Master of Science in Clinical Research and related Certificate programs are excellent opportunities to provide training to Clinical or Research Fellows and/or Junior Faculty. However, due to the limited space available and the increased interest and demand, a Letter of Institutional Support signed by Dr. Deborah Helitzer, Associate Dean for Research Education, must be obtained PRIOR to listing these training programs in any internal or external grant applications. Please contact the BREP office for more information.


 

Course Descriptions

BIOM 556 Research Design in Clinical and Translational Research
Beth Tigges, PhD

This course will introduce the variety of study designs that are used to conduct clinical and translational research, including qualitative, observational, experimental, quasi experimental, non-experimental and mixed methods designs.

BIOM 557 Measurement in Clinical and Translational Research
Teddy Warner, PhD

This course will cover qualitative and quantitative instrument design, construction, theory, and implementation; qualitative data analysis and interpretation; assessment of measurement reliability, validity, accuracy, precision, specificity and sensitivity.  

  • Level 2+ templates for Clinical Research Measurement
    • Quantitative Measurement Topics:

      1. Instrument assessment:  Students will work with the instructor to comprehensively assess a class of instruments and to compare them for possible future use in a study, such as in a study described in a grant proposal, or as background for developing a related new instrument or survey.  Students will learn how to properly describe instruments in manuscripts and grant proposals, and how to properly evaluate what other authors say in their manuscripts, published articles, and grant proposals.  (Level 2)

      2. Instrument construction:  Students will work with the instructor to develop an early version of a new measurement instrument or survey.  Students will learn the basics of cognitive piloting interviewing to test the instrument/survey draft.  Students must begin this work with a conception of what construct they wish to develop a new instrument to measure or what topic they wish to construct a survey to assess.  Students will end this work with a working version of their instrument that should be ready for pilot testing or use in a preliminary study.  (Level 2)

      3. Exploratory factor analysis:  Students will learn the basics of proper interpretation and application of exploratory factor analysis (EFA).  Work will include working through with the instructor various examples of conducting factor analysis with actual sets of data, which may include datasets of the student, if desired.  Students will learn how to write appropriate descriptions of factor analyses results for manuscripts and grant proposals.  Factor analyses are often conducted to explore the dimensionality of items from new instruments or instruments being validated with data from new populations. EFA is often one early step in confirming the validity of multi-dimensional data. (Level 2)

      4. Confirmatory factor analysis:  Students will learn the basics of proper interpretation and application of confirmatory factor analysis (CFA).  Work will include working through with the instructor various examples of conducting CFA with actual sets of data, which may include datasets of the student, if desired.  Students will learn how to write appropriate descriptions of CFA results for manuscripts and grant proposals.  Factor analyses are often conducted to confirm the dimensionality of items from instruments being validated with data from new populations when dimensionality is known from prior datasets.  CFA is often one step in establishing the validity of multi-dimensional data.  (Level 3; Level 2 EFA credit must be completed as a prerequisite.)  

      5.  Structural equation modeling (SEM):  SEM is a powerful general statistical model (approach) that is used for various measurement questions but also is used for testing the fit of various theoretical causal models to existing sets of data.  CFA is a special case of the use of SEM called the “measurement model” which is then combined with the “structural model” (sometimes call the “path model”) in relatively complex tests of relative model fit.  Students will work through the fitting of several models to various sets of data, including data of the student, if desired.  Students will learn how to write appropriate descriptions of SEM for manuscripts and grant proposals.  SEM is commonly used to compare various alternative causal models as plausible explanations for existing data; that is SEM is often used as to provide evidence for higher level validity of data.  (Level 4; Level 2 EFA and Level 3 CFA must be completed as prerequisites.)

    • Qualitative Measurement Topics:

      1. Interview development:  Students will work with the instructor to develop an interview protocol and interview questions to seek data focused on a research question the student conceives that is related to their current or proposed research.  After observing the instructor conduct an interview, students will pilot test the interview questions and procedures with a small sample of subjects (e.g. 2 to 5), and then modify the questions and protocol based on that testing.  Students will learn how to properly describe an interview protocol in a manuscript or grant proposal, and they will learn how to appropriately evaluate interview questions and protocols from manuscripts, published articles and grant proposals.  (Level 2) 

      2. Focus group development:  Students will work with the instructor to develop a focus group protocol and questions to seek data focused on a research question the student conceives that is related to their current or proposed research.  Students will observe the instructor facilitate one focus group using the questions and procedures with a small sample of subjects (e.g. 6-8), and then will modify the questions and protocol based on that initial group.  Then the student will facilitate under supervision of the instructor a second focus group.  Students will learn how to properly describe a focus group protocol in a manuscript or grant proposal, and they will learn how to appropriately evaluate focus group questions and protocols from manuscripts,  published articles and grant proposals.  (Level 3; Level 2 Interview Development credit must be completed as a prerequisite)

      3. Qualitative data analyses:  Students will work with the instructor to analyze interview or focus group data previously collected.  Students will learn how to appropriately devise a coding system and how to iteratively code and interpret the data.  Students will learn how to write up the results of this analysis for inclusion in a manuscript or grant proposal.  If students do not have their own dataset to use for this work, a dataset will be provided or obtained for educational purposes. However, this work cannot be the analysis of thesis data (which should be credited with thesis credit hours instead), but of course, can be preparatory for such analyses.  (Level 3; either Level 2 and/or Level 3 qualitative credits above must be completed as a prerequisite as appropriate. Note:  this credit may require more than a single credit of work depending on the extensiveness of the dataset to be analyzed; thus, Level 4 credit may also be earned with this analysis)

    • Sample Course Agreement Form

BIOM 558 Study Implementation for Clinical and Translational Research
Mark Schuyler, MD

This course trains researchers in the management of clinical and translational research studies, including organizational processes to implement and conduct a funded research study, with emphasis on financial, personnel, and business management and compliance issues.

 

BIOM 559 Biostatistics in Clinical and Translational Research
Huining Kang, PhD and Sang-Joon Lee, PhD

This course is a basic overview of the basic principles and methods of biostatistics designed specifically for clinical and translational research scientists. Computer software is used to analyze clinical and translational data sets.

BIOM 560 Current and Emerging Technologies in Clinical and Translational Research
Bill Shuttleworth, PhD

This course covers key biomedical research technologies currently in use for studies at the cellular and molecular, clinical and community levels, concentrating on the advantages and disadvantages of technologies for application to specific translational research studies.

BIOM 561 Patient Outcomes in Clinical and Translational Research
Dennis Raisch, PhD

This course is an overview of health care economics and patient outcomes research, including public policy issues associated with the rising cost of health care, patient-reported outcomes, clinical outcomes, economic outcomes, and evaluation of patient outcomes research.

BIOM 562 Epidemiology in Clinical and Translational Research
Deirdre Hill, PhD

This course introduces the student to epidemiology, the study of the causes, distribution and control of disease in populations. A methodology to identify risk factors for disease and to determine optimal treatment approaches.

BIOM 563 Conducting Clinical and Translational Research in Healthcare Systems
David Sklar, MD

This course covers the dimensions of a variety of health care systems and settings and discusses potential areas for investigation; challenging learners to consider the opportunities where research can contribute to system improvements.

  • Level 2+ templates for Health Services Research
    • Quantitative Measurement Topics:

      1. Comparative Effectiveness: Students will work with the instructor to identify strengths and weaknesses of current research in their area of interest to include cost, access and/or quality issues. For example, differing approaches to treatment or service delivery. Students will review literature and write summaries of findings. (Level 2)

      2. Development of a Health Services Research Project: Students will work with the instructor to develop a health services research project. Students will develop a research question, assess resources and needs, identify methodology including existing databases to answer the question, Students will identify stakeholders in the implementation of their HSR project (Level 2)
      • a. Implementation of the HSR Project (Level 3) Students will work with their instructors to analyze collected data, understand operational and quality limitations and identify potential unintended consequences of their proposal including patient safety and privacy concerns. Students will also learn to translate research into policy implications and posit new policy approaches

    • Sample Course Agreement Form

BIOM 564 Biomedical Informatics in Clinical and Translational Research
Phil Kroth, MD

This course covers IT tools and biomedical informatics strategies to optimize collection, storage, retrieval, and intra-/inter-institutional sharing of quantitative and qualitative data in support of clinical and translational research.

  • Level 2+ templates for Biomedical Informatics
    • Clinical Databases:

      Clinical/Biomedical Database Review Article Synthesis: Develop a search strategy in the biomedical literature on the functions, strengths, and weaknesses of using a particular clinical/biomedical database for health services or other kinds of research. You will develop an iterative series of search strategies to identify articles published in the peer reviewed literature that either report on studies done using the target database and/or report on the characteristics, weakness, strengths, and/or limitations of using the target clinical database for research purposes. Clinical/biomedical databases can include those used for a variety of purposes. Examples include but are not limited to biomedical databases such as the clinical dialysis database run by DCI Dialysis Centers, a particular electronic health record system, billing and scheduling databases, or government supported biomedical databases (e.g., caBIG’s caARRAY tool for the reporting of gene sequences to the NCI). Successful completion of this course will produce a text description of the literature search strategy in sufficient detail so that it can be easily reproduced and a manuscript of sufficient quality that it can be submitted to a tier 2 or tier three peer reviewed journal. (2 credits for Level 2, 1 for the search strategy and 1 for the manuscript)

    • Critical Review of the Literature

      Thesis Search Strategy Development: The student will develop a search strategy to answer the primary research question for the student’s thesis. The student will formulate and refine the research question, determine which databases or other information resources to search, and develop a master search capable of answering the research question productively. The final master search will identify all relevant references while retrieving few “false positive” irrelevant references. The student will then write a methods paper that will describe the successful search strategy with such transparent clarity that the reader can successfully replicate this search based on this description alone.

    • Sample Course Agreement Form

BIOM 565 Cultural Competence in Clinical and Translational Research
Roberto Gomez, MD

This course covers the impact of culture including values, tradition, history and institutions, sources of health care disparities, how culture influences the way patients respond to medical services, prevention and physician delivery of services.

BIOM 566 Grantsmanship in Clinical and Translational Research
Angela Wandinger-Ness, PhD

 This course covers grant preparation focused on writing and submitting a competitive research or fellowship application that meets prevailing guidelines, addresses an important hypothesis-driven research question and is responsive to critical feedback and review.

BIOM 567 Biomedical Ethics and Regulatory Compliance in Clinical and Translational Research
Mark Holdsworth, PharmD

This course covers history and development of biomedical ethics in theory and practice within healthcare, tenets of autonomy, beneficence, non-malfeasance and justice as they pertain to human clinical research and the development of health care public policy.

  • Level 2+ templates for Biomedical Ethics
    • Clinical Databases:

      Clinical/Biomedical Database Review Article Synthesis: Develop a search strategy in the biomedical literature on the functions, strengths, and weaknesses of using a particular clinical/biomedical database for health services or other kinds of research. You will develop an iterative series of search strategies to identify articles published in the peer reviewed literature that either report on studies done using the target database and/or report on the characteristics, weakness, strengths, and/or limitations of using the target clinical database for research purposes. Clinical/biomedical databases can include those used for a variety of purposes. Examples include but are not limited to biomedical databases such as the clinical dialysis database run by DCI Dialysis Centers, a particular electronic health record system, billing and scheduling databases, or government supported biomedical databases (e.g., caBIG’s caARRAY tool for the reporting of gene sequences to the NCI). Successful completion of this course will produce a text description of the literature search strategy in sufficient detail so that it can be easily reproduced and a manuscript of sufficient quality that it can be submitted to a tier 2 or tier three peer reviewed journal. (2 credits for Level 2, 1 for the search strategy and 1 for the manuscript)

    • Critical Review of the Literature

      Thesis Search Strategy Development: The student will develop a search strategy to answer the primary research question for the student’s thesis. The student will formulate and refine the research question, determine which databases or other information resources to search, and develop a master search capable of answering the research question productively. The final master search will identify all relevant references while retrieving few “false positive” irrelevant references. The student will then write a methods paper that will describe the successful search strategy with such transparent clarity that the reader can successfully replicate this search based on this description alone.

    • Sample Course Agreement Form

BIOM 568 Seminar in Clinical and Translational Research

This seminar includes integration and synthesis of concepts integral to clinical and translational research, providing problem-based and cross-cutting case studies for analysis/discussion, networking opportunities and a platform to demonstrate competencies.

BIOM 599 Clinical and Translational Research Concentration Master's Thesis

Master's thesis for MSCR students.