What question did this study set out to answer?

This research aims to evaluate the timing and duration learners take to complete micro-credentials offered by Buffalo CTSI.

May 9, 2026Journal of Clinical and Translational Science0 citationsOpen Access

203 Developing flexible micro-credential programs for a translational workforce

KNKatia NoyesElectrophysiology DJDavid JacobsUniversity at Buffalo, State University of New York CSCatherine SedotaUniversity at Buffalo, State University of New York

Key Points

This research aims to evaluate the timing and duration learners take to complete micro-credentials offered by Buffalo CTSI.
Analyze data from 89 learners enrolled in Buffalo CTSI micro-credentials from 2019 to 2024.
Examine completion rates, revision needs, and time taken to complete four micro-credentials on teaching and research.
Determine differences between synchronous and asynchronous completion formats from 2024 to 2025.
85 learners completed micro-credentials between 2019 and 2024, with variable median completion times: 28 days for effective teaching and 45 days for responsible research.
100% of learners needed to revise assignments in effective teaching, while only 30% required revisions in scientific communication.
0% non-completion rate for effective teaching, contrasted with a 13% non-completion rate for responsible research.

Abstract

Objectives/Goals: Micro-credentials (MCs) are short programs to allow learners to gain knowledge and skills at their own pace. Since MCs do not have due dates, this study aims to understand the learners’ timing and duration to complete MCs through the Buffalo CTSI program in respect to semester-based academic calendar and other CTSI-based learning opportunities. Methods/Study Population: Buffalo CTSI offers four MCs in effective teaching, good clinical practice, responsible research, and scientific communication. The MCs were developed to enhance existing workforce development (WFD) series. Each series consists of 3-5 90-minute sessions offered annually during academic year. Learners can enroll in a corresponding skill-based MC at any point during or after completing the WFD series and have up to a year to complete the MC assignments. We identified 89 from 2019 to 2022 and 45 individuals who completed an MC through Buffalo CTSI between Spring 2024 -and Summer 2025 using data from the UB Office of micro-credentials. Data examined included time since completing the initial WFD series, number of days needed to complete an MC, number of revisions on assignments per awardee, and proportion of non-completers. Results/Anticipated Results: Overall, 85 learners completed an MC from 2019 to 2024 including 39 faculty/trainees, 26 students, and 20 staff. The median amount of time to complete an MC varied from 28 days (effective teaching) to 45 days for responsible research. The percent of learners needing to revise an MC assignment varied from 100% for effective teaching to 30% for scientific communication. The number of MC non-completers varied from 0% for effective teaching to 13% for responsible research. Out of 45 learners who completed MCs from 2024 to 2025, 28 completed MCs synchronously and 17 completed MCs using the new asynchronous format. Discussion/Significance of Impact: MC flexibility in timing and feedback allows learners to complete MCs throughout the year even if they participated in the WFD series asynchronously. Constructive MC feedback can assist learners in revising their work to reach proficiency. Adapting the schedule for completion helps learners obtain desired skills that fits individual timelines.

问 AI

Bookmark

View Full Paper