The purpose of this study was to examine the dissemination of the healthy eating component of Appetite to Play at scale using the Reach, Effectiveness, Adoption, Implementation, Maintenance (RE-AIM) framework.

The Appetite to Play capacity-building intervention is a set of evidence-informed implementation strategies aimed at enhancing the adoption of recommended practices for promoting healthy eating and active play in early years settings. The evaluation was pragmatic, employing both quantitative (surveys) and qualitative (interviews) data collection.

The Appetite to Play intervention was delivered through in-person community-based workshops, virtual workshops, asynchronous e-learning and online resources.

We received completed surveys from 1670 in-person workshop participants (96 % female), and twenty-three (all female) survey respondents also participated in a telephone interview. Approximately two-thirds of all participant groups were certified early childhood educators.

Results indicated that Appetite to Play had high reach (25 867 individual website visits, 195 workshops delivered), effectiveness (significant increases in care provider’s knowledge, confidence (P < 0·05) and high post-intervention intention to implement), adoption (11 % of educators in BC trained) and implementation (good alignment with implementation strategies and current practices), with a significant maintenance plan to support the intervention’s future success.

An evidence-based capacity-building intervention with an emphasis on training and provision of practical online resources can improve early years providers’ knowledge, confidence and intention to implement recommended practices that promote healthy eating. Further research is needed to determine the impact on child-level outcomes and how parents can be supported in contributing to positive food environments.

Effective mentorship is recognized as critical for the professional development of clinical and translational investigators. Evidence-based mentorship training prompted the development of training for mentees at early career stages who are navigating both mentor and mentee roles. The curriculum titled, Mentoring Up for Early Career Investigators, recognizes the importance of building mentee self-efficacy across proactive mentorship skills and competencies.

Mentoring Up for Early Career Investigators curriculum is based on the research mentor training approach in Entering Mentoring. Pilot implementations of Mentoring Up at the University of Wisconsin-Madison and University of Pennsylvania had positive training outcomes for KL2 Scholars. Subsequently, Mentoring Up was implemented and evaluated at several other institutions. For 26 implementations longer than 4 hours, data were collected on trainee demographics, satisfaction with training, skill gains across mentorship competencies, and the intent to change mentoring behaviors following training.

88% of participants rated the mentee training as valuable. Significant skill gains were reported across all mentorship competencies following training. 77% reported specific plans to change or augment their mentoring behaviors because of the training. The majority aligned with mentorship skill competencies (aligning expectations, effective communications) or mentoring up strategies (voicing needs, setting boundaries, communicating proactively).

Mentoring Up training is effective in advancing mentee skills and promoting strategies to be more proactive in getting their mentoring needs met. Mentoring Up offers an expansion to the suite of mentorship education and resources to support the career advancement of all in the translational science workforce.

The knowledge, skills, and abilities needed for clinical research professionals (CRPs) are described in the Joint Task Force (JTF) for Clinical Trial Competencies Framework as a basis for leveled educational programs, training curricula, and certification. There is a paucity of literature addressing team science competencies tailored to CRPs. Gaps in training, research, and education can restrict their capability to effectively contribute to team science.

The CRP Team Science team consisted of 18 members from 7 clinical and translational science awarded institutions. We employed a multi-stage, modified Delphi approach to define “Smart Skills” and leveled team science skills examples using individual and team science competencies identified by Lotrecchiano et al.

Overall, 59 team science Smart Skills were identified resulting in 177 skills examples across three levels: fundamental, skilled, and advanced. Two examples of the leveled skillsets for individual and team competencies are illustrated. Two vignettes were created to illustrate application for training.

This work provides a first-ever application of team science for CRPs by defining specific individual and team science competencies for each level of the CRP career life course. This work will enhance the JTF Domains 7 (Leadership and Professionalism) and 8 (Communication and Teamwork) which are often lacking in CRP training programs. The supplement provides a full set of skills and examples from this work.

Developing team science skills for CRPs may contribute to more effective collaborations across interdisciplinary clinical research teams. These skills may also improve research outcomes and stabilize the CRP workforce.

Translational science (TS) teams develop and conduct translational research. Academic TS teams can be categorized under three constituency groups: trainees and faculty, clinical research professionals (CRP), and community partners. Our study objectives were to define individual and team competencies of these three constituency groups during their career life course and determine relative importance and the level of mastery of each of the competencies needed at different stages of their life course.

Each group was composed of experts for their constituency group. We applied individual and team competencies in TS teams by Lotrecchiano et al. (2020) as a starting point for structured expert discussions following a modified Delphi approach that we adapted based on the emergent needs and insights per constituency group.

The degree of relevance and level of mastery for individual and team competencies varies for trainees and faculty members across the career life course based on opportunities provided and relative importance at that career stage. However, CRPs enter TS teams at various career stages with fundamental, skilled, or advanced levels of smart skills that may or may not be contextual to their role. Community partners equally possess and develop competencies in a non-linear and contextual fashion that are required to facilitate constructive, bi-directional collaboration with other members of TS teams.

Team science competencies across the career life course do not develop linearly among different constituency groups and require an adaptive framework to enhance TS team effectiveness.

Cultural competence training plays an effective role in improving cultural competence for healthcare professionals, but cultural competence training was found to be insufficient in Hong Kong.

This study aims to explore receptivity and readiness of Hong Kong healthcare professionals (nurses, occupational therapists (OTs), and physiotherapists (PTs)) towards cultural competence training.

Twenty-three semi-structured interviews were conducted with 7 educators/trainers from tertiary institutions, 2 representatives of professional groups, and 14 managerial and frontline workers. Data were analysed using theoretical thematic analysis.

Results show that nurses and PTs have lower levels of cultural competence than OTs owing to insufficient in-depth training and the nature of professional practice, and they expressed lower willingness to receive the training than OTs. However, the staff in these three professions encounter various challenges in serving ethnoculturally diverse groups. Therefore, barriers in receiving cultural competence training and best practice for providing cultural competence training were identified and discussed for these three professions.