Open AccessIncorporating Informatics for Integrating Biology and the Bedside (i2b2) into Predoctoral Trainee Curriculum to Evaluate Student‐Generated Hypotheses
Author(s) -
Schieffer Kathleen M.,
Peters Douglas G.,
Richter Chesney K.,
Loc Welley S.,
Pawelczyk James A.
Publication year - 2015
Publication title -
clinical and translational science
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.303
H-Index - 44
eISSN - 1752-8062
pISSN - 1752-8054
DOI - 10.1111/cts.12357
Subject(s) - commonwealth , curriculum , medicine , informatics , milestone , medical education , medline , family medicine , medical school , public health , gerontology , psychology , pediatrics , pathology , biology , political science , pedagogy , archaeology , law , history , biochemistry
As part of the Clinical and Translational Science Institute predoctoral TL1 training program at the Pennsylvania State University, a multidisciplinary team of predoctoral trainees representing the Chemistry, Neurosurgery, Nutritional Sciences, and Public Health Sciences departments were introduced to the NIH‐sponsored Informatics for Integrating Biology and the Bedside (i2b2) database to test the following student‐generated hypothesis: children with iron deficiency anemia (IDA) are at increased risk of attention deficit‐hyperactivity disorder (ADHD). Children aged 4–12 and 4–17 years were categorized into IDA and control groups. De‐identified medical records from the Penn State Milton S. Hershey Medical Center (HMC) and the Virginia Commonwealth University Medical Center (VCUMC) were used for the analysis. Overall, ADHD prevalence at each institution was lower than 2011 state estimates. There was a significant association between IDA and ADHD in the 4–17‐year‐old age group for all children (OR: 1.902 [95% CI: 1.363–2.656]), Caucasian children (OR: 1.802 [95% CI: 1.133–2.864]), and African American children (OR: 1.865 [95% CI: 1.152–3.021]). Clinical and Translational Science Award (CTSA) infrastructure is particularly useful for trainees to answer de novo scientific questions with minimal additional training and technical expertise. Moreover, projects can be expanded by collaborating within the CTSA network.