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Title: | 臨床研究協調員角色職責之認同度與教育需求之研究 Research on the Job Recognition and Education Demands of the Clinical Research Coordinators |
Authors: | 李岳瑩 Yueh-Ying Lee |
Advisor: | 胡文郁 Wen-Yu Hu |
Keyword: | 臨床研究協調員,核心能力,分級制度,認同度,教育需求, Clinical Research Coordinator,Core Competencies,Competency,Recognition,Educational Needs, |
Publication Year : | 2023 |
Degree: | 碩士 |
Abstract: | 研究目的: 建立CRC的分級制度,明確其核心能力的定義、內容、工作職責和教育需求,旨在提升CRC的認同度,推動職涯發展,優化專業養成提升人才素質。
研究目的: 建立CRC的分級制度,明確其核心能力的定義、內容、工作職責和教育需求,旨在提升CRC的認同度,推動職涯發展,優化專業養成提升人才素質。 方 法: 本研究採立意取樣,分為兩個階段:第一階段使用修正式德爾菲法。搜尋2012至2022年期間正式出版的資料庫文獻,納入13篇文章或專書進行評析,以建構CRC分級年資、核心能力清單和檢核表的內容。第二階段則進行了德爾菲問卷的兩個回合發放,並使用Excel和統計軟體SPSS 26.0進行資料分析。共有27位受訪專家進行問卷填寫與調查,以達成專家共識,並進行結果分析,而後CRC的「五個層級」和「八大核心能力」,以及其「核心能力內涵」和「教育需求」。 結 果: 最終確認 (1) CRC能力分級為五級跟對應的年資;(2) CRC能力分級之八大核心能力之定義,(3) CRC核心能力之相關性與教育需求。 結論與應用: 本研究確立CRC分級、年資、必備核心能力的定義和教育需求。適用於確定CRC的工作條件和能力指標,逐步培訓多元人才,涵蓋臨床研究的各層面,提升CRC在臨床研究中的角色和貢獻,持續提升研究品質。確定核心能力和專業認定標準,進而推動CRC在研究團隊的認同度,並促進台灣在生物醫藥領域的多元化發展。 關鍵詞: 臨床研究協調員、核心能力、分級制度、認同度、教育需求 Objective: The purpose of this study is to establish a grading system for clinical research coordinators, clarify the definition, content, job responsibilities and educational needs of their core competencies, aiming to enhance the recognition of clinical research coordinators, promote their career development, and promote the further development of related fields. Method: This study is in purposive sampling, using survey method the first phase uses the modified Delphi method. Firstly, the database documents officially published from 2012 to 2022 were searched, total of 13 articles or books were included for review and analysis. Then, the content of graded seniority, core competency list and checklist is developed. Two rounds of Delphi questionnaire were distributed, and Excel and statistical software SPSS 26.0 were used for data analysis. There are 27 experts involved, "five levels" and "eight core competencies" of clinical research coordinators, as well as the "core competency content" and "educational needs". Results: This study finally confirmed (1) CRC five levels and seniority, (2) the definition of eight core competencies of CRC five levels, (3) CRC five levels of educational needs. By determining the core competencies and professional identification standards, the recognition of clinical research coordinators in the research team can be promoted, and the diversified development of Taiwan in the field of biomedicine can be promoted. Conclusions: This clinical study has established CRC classification, seniority, definitions of required core competencies, and educational needs. The results are suitable for determining the working conditions and ability indicators of CRC, gradually training diverse talents, covering all aspects of clinical research, promoting the growth of CRC and enhancing their role and contribution in clinical research, and continuously improving the quality of clinical research in Taiwan. By identifying core competencies and professional identification standards, it is expected to become a benchmark for CRC functions, thereby promoting the recognition of CRC in clinical research teams and promoting Taiwan's diversified development in the field of biomedicine. Keywords: Clinical Research Cooridinator, Core competencise, Competency, Recognition, Eductional Needs |
URI: | http://tdr.lib.ntu.edu.tw/jspui/handle/123456789/90411 |
DOI: | 10.6342/NTU202303091 |
Fulltext Rights: | 同意授權(全球公開) |
Appears in Collections: | 護理學系所 |
Files in This Item:
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ntu-111-2.pdf Until 2028-08-11 | 3.46 MB | Adobe PDF |
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