@article{IR,
      author = {Yarnold, Jesse and Gautom, Priyanka and Ito, Sydney and  Dunlap, Clare and Winders, Bradie and Lanford, Rebecca and  Marsh, Trisha and Cordova Nicolas, Karla and Zhou, Felicia  and Poole, Juniper and Jones, Jamie and Jones, Adri and  Gillespie, Lydia},
      url = {http://digitalcollections.ohsu.edu/record/42964},
      title = {Do the loop: aligning student training with applied  research to collaboratively advance biomedical workforce  development},
      publisher = {Oregon Health and Science University},
      abstract = {Course evaluations and program assessments are frequently  used to gauge student progress and outcomes, with resulting  data often reviewed by course faculty, program directors,  and assessment personnel. While it is conventionally known  that data inform change, the process can sometimes feel  unclear to students and unsustainable to faculty and staff  since time constraints are a known barrier for any project.  While quantitative data from assessments can be automated  to support rapid analyses, qualitative data from these same  instruments (e.g., student perspectives found in open  prompts) take more time to analyze, which can potentially  delay changes or their time to analysis and implementation.  Together, the interprofessional course structure offers an  opportunity to align student training and applied research  for iteratively improving education and curriculum  improvement, while curating a set of collaborative  processes for guiding ongoing work.},
      number = {IR},
      doi = {https://doi.org/10.6083/bpxhc42964},
      recid = {42964},
      address = {2024},
}