English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

I worked in a basic science biology laboratory throughout my undergraduate years. But I was not trained in genomics, systems biology, neurophysiology, or modern molecular aspects of medicine. I conducted behavioral intervention studies for my master’s thesis and doctoral dissertation (Powers, Blount, Bachanas, Cotter, & Swan, 1993; Powers & Roberts, 1995). But I did not learn about the phases of clinical trials that are common language in pharmacological studies, data and safety monitoring boards, or what a data coordinating center is or does. I learned to help children and families via delivery of evidence-based care as an intern and fellow. But I was not exposed to the principles of health outcomes research, health care delivery system improvement, epidemiology, or the discipline of informatics and “big data.” It is true that some of these terms and entities did not exist during my training or early career as an assistant professor. In addition, advances in pediatric behavioral medicine, clinical child and adolescent psychology, cognitive and neuroscience, social psychology, among other areas of psychological science have been many since the 1990s. Today, I am not an expert—in fact very much an evolving student—of all of these integral aspects of academic medicine, behavioral neuroscience, and pediatric behavioral medicine. What I do know, and what I try to integrate into my programs of research, I learned from my colleagues. My point is that going forward, excellence in pediatric psychology investigation, clinical care, training, and leadership is a team sport. Team Science is the now, and the future (and it probably has always been a key to successful, high-impact research).  It is an honor to be asked to provide commentary as the 2013 Logan Wright Distinguished Research Award recipient. I would like to reflect on the concepts of Team Science, Team Care, Team Training, and Team Leadership. I will discuss my experiences with the application of these principles in the areas of —(1) Programmatic, Integrated Clinical Care and Research; (2) Training and Mentorship; and (3) Administration and Leadership. I will also offer some thoughts about getting started as an early career scientist–practitioner.

Logan Wright Award: Team Science, Team Care, Team Training, and Team Leadership: My Experience