The Michigan Clinical Research Collaboratory: Following the NIH Roadmap to the Community

Thomas L. Schwenk; Lee A. Green

doi:10.1370/afm.538

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Table 1.

Timeline, Development Activities, and Investments for Positioning a Family Medicine Department to Participate in Large-Scale Institutional Research Initiatives

Timeline	Faculty Development	PBRN Development
PBRN = practice-based research network; NIH = National Institutes of Health; IRB = institutional review board.
Years 1–4	Recruitment of initial cadre of faculty members with research training  Initial development of research skills and working experience	Launch of network by a small group of enthusiastic practices
	Small unfunded research projects	Basic information gathering, card studies
	Small research projects funded by grants covering less than full direct costs (pilot funds, institutional seed money)	Leadership and administrative support informally assigned and funded by university or state academy support
	Moderate grants from foundations and funding agencies with minimal to no indirect cost recovery
	Support for faculty travel and attendance at national research meetings, developing contacts, and understanding research culture
Years 5–8	Expansion of department research infrastructure, project management support, statistical and methodologic expertise	Substantial investment ($60,000 to $280,000/y) in dedicated personnel, space, travel for practice recruitment, and maintenance
	Substantial external funding, larger foundation grants, smaller federal grants (eg, R03, R21 grants)
		Recruitment of large numbers of practices with varying levels of participation
	NIH investigator grants (eg, K grants)
	Development of project management skills	Health services research studies and clinical trials
	Service on institutional committees (eg, IRB, practice guidelines committees)	Increasing size and sophistication of grants, with small amounts of network infrastructure support
Years 9–12	Large project and program grants (eg, R01 and P grants)	Multiple, externally funded concurrent studies
	Service on study sections, national leadership positions	Increasing grant support for secretarial, financial, and administrative personnel
	National network of contacts
		Continued support needed for network expansion and maintenance
Year 13 onward	Participant and leadership roles in major cross-departmental and institution-wide projects (eg, center grants)