What question did this study set out to answer?

The goal is to evaluate team training approaches and lessons learned from a Team Science Core since 2017.

May 9, 2026Open Access

43 Virtual expansion and impact of team science training: A mixed methods evaluation across the Washington, Wyoming, Alaska, Montana, Idaho (WWAMI) Region

Key Points

The goal is to evaluate team training approaches and lessons learned from a Team Science Core since 2017.
Conducted mixed methods analyses based on qualitative and quantitative data from training participants.
Shifted from in-person to online training formats during the COVID-19 pandemic to expand regional access.
Collected feedback from over 6000 participants across multiple training types including workshops and seminars.
80-95% of participants agreed participation would improve their team’s collaboration.
Qualitative feedback demonstrated improved communication and clarified roles among team members.
Training influenced confidence in using team tools, enhancing overall team effectiveness.

Abstract

Objectives/Goals: Effective collaboration is needed to respond to the scientific challenges of our times. A related challenge is how to support individual and team learning for such collaborations. Our project goal is to describe and evaluate team training approaches and lessons learned at one CTSA since the inception of#ₘsocom₁ its Team Science Core in 2017. Methods/Study Population: The Institute of Translational Science (ITHS) Team Science Core has offered team science-focused training and education for nearly eight years. During this time, our approach has evolved to meet changing needs and contexts. Initially, most of our offerings were in person, including an annual multi-day in-person workshop for interdisciplinary research teams (3 or more individuals from 2 or more disciplines). During and since the COVID-19 pandemic, the majority of our offerings have shifted to online trainings which has helped expand regional access. Throughout this period, qualitative and quantitative data have been collected about and from participants. We have carried out mixed methods analyses to describe and evaluate these team training approaches and lessons learned. Results/Anticipated Results: Since 2017, the ITHS Team Science Core has offered ~250 trainings for more than 6000 individual participants (and >500 interdisciplinary research teams). Participants included students (undergraduate and graduate), trainees, faculty, clinicians, and research professionals from the WWAMI (Washington, Wyoming, Alaska, Montana, Idaho) Region and beyond. Feedback from participants in workshops, seminars, classes, and other activities has been overwhelmingly positive; 80–95% of respondents agreed or strongly agreed with the statement that “participation will improve my team’s collaboration. ” Qualitative responses (short answers and interviews) illustrate ways that individuals and teams applied their learning to improve communication, clarify roles, and increase confidence in using team tools. Discussion/Significance of Impact: Clear benefits of participating in team science education and training were reported. A shift to virtual formats increased accessibility and regional representation. Qualitative interviews and short answer responses offered an enriched understanding of how team training influenced collaboration and implementation of team science practices.

Mark Helpful

Bookmark

Relay

View Full Paper