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Using a mixed-methods approach, this study evaluated a Master of Science program in Clinical and Translational Research (MSCTR) geared toward training physicians in research methodology. The purpose of this study is to allow trainees to articulate their expectations, needs and experiences in the MSCTR and to develop novel training methods and/or curriculum modifications to improve physician-scholar training.

The mixed-method study design with qualitative emphasis included interviews, participant journal entries and a survey. Interview and journal entry data were analyzed using a modified seven-stage hermeneutic analysis and survey data were analyzed using descriptive statistics.

Findings suggest three major areas for improvement, namely, curriculum, mentorship/relationships and instructional methods. Concluding recommendations to address these three areas include: make ongoing curriculum updates to provide a sequential pathway but also allow for flexibility, improve statistical training, invest in online courses and create a more structured mentorship program.

Extant research, though minimal, has evaluated clinical research training programs in terms of alumni productivity. However, this is the first study of its kind to examine a clinical research training program primarily qualitatively and from the perspective of its students and alumni.