Recently, while on my way to a medical appointment I noticed multiple flyers of various colors taped to brick pillars. Obviously, it represented a myriad of hope for potential research recruiting. As I walked by I couldn’t help but think that it wasn’t a visually appealing sight to see some hanging by tape that no longer had staying power. Others were printed too small to capture my attention while others had the tear off strip of a phone number that I was sure I would be unable to remember why I even would have it in my possession. Some were even taped onto others.

Taking in all this information as I walked by was simply information overload. The disarray the pillars presented didn’t stimulate my visual response, in fact it had just the opposite effect. I didn’t want to even attempt to learn anything from this mish-mash of media.

As I waited for my test to be performed I couldn’t help but wonder why that method was still being used to reach possible subjects. It had an ill effect on me and I knew why it was there. What was the patient who had no clue what they were walking by thinking? Did these methods really work? Or was there a better way?

The longer my wait went on the more I focused on those questions. So after my test was completed I treated myself to a latte and had a seat near one of these plastered colorful pillars. For over a half hour I watched as what seemed like hundreds walked by these advertising posts and I was certain that nothing less than a clever study coordinator installing a flashing neon sign on one of these structural beacons would entice someone to give pause and investigate further.

As basic as this experiment was, I quickly realized that even signs posted in the office often went unnoticed, except for the office lunch potluck or the office holiday party. So now I understood why the possible subjects weren’t flooding in by the hundreds. (A coordinators dream) Additionally it also explained why even our telephone responders seemed constantly unaware of our projects.

Clearly the answers lay in the fact that everyone isn’t visually stimulated. We know that visual and spatial intelligence is one of our learning patterns but it appears not to be an effective choice in reaching patients. Or we are doing it poorly.

If ink and paper are going to be utilized in a recruiting program then it needs to be done in way that will actually be read by a potential recruit. Or, in a way that will actually provide information.

What does this mean to the successful recruiting site?
It means that a successful recruiting program will use a multiple layered technique that reaches possible recruits in many different ways and in many different mediums.

It will additionally enhance the positive side of research thereby making the possible recruit eager to participate.

It will educate everyone on staff that has patient contact in any way completing the team approach to recruiting.

If it takes a village to raise a child, why haven’t we considered the possibility that it takes the entire office to reach a potential subject?

Recruiting isn’t just one part of a research practice; it’s the MAIN part. Today, more and more contracts are stipulating that payment is dependent on recruitment. Therefore how well you perform in this area greatly determines how much you can make. So it’s extremely important that there is a complete understanding of what is involved and what tools will aid your success.

This isn’t just a discussion format, you will walk away with a concrete plan of action that you can implement immediately and get on track to meet your recruitment goals.
Learn the ways to reach those potential subjects!

In this 4-week teleclass, you’ll learn:

Why most studies fail to meet the recruitment goal.
Learn how to “Analyze” your potential research subjects and eliminate any negative impressions of clinical research.

Institute new habits of “Broadcasting” the inclusion / exclusion criteria.

Establish behaviors in which your office can better “Communicate” your recruiting goals including office personnel and potential research subjects.

How to design a multiple layered marketing and recruiting program that not only promotes positive research, but your practice as well.

Classes will be recorded. You'll still receive the information even if you miss a class.

Take a look at our new website! Our desire to support your educational need has spurred these changes as we now offer more links to the information you're looking for. Suggestions on books that will be helpful in further understanding of clinical research. Insightful articles. Free Teleclasses.
In fact don't miss the first free telelclass for 2007!
Tools for the Study Coordinator on January 16, 2007.

Each month we’ll help expand your clinical research understanding by exploring the terms and acronyms that we function with everyday. Seems simple right? But, there are so many things that we don’t know and others that we need to know better.

“People do the best with what they know – when they know better they do better!”
- Maya Angelou

National Research Act Act created by the National Commission for Protection of Human Subjects of Biomedical and Behavioral Research in 1974 and mandated review of studies by institutional review boards and subject protection by informed consent.

Orphan Drug A designation of the FDA to indicate a therapy developed to treat a rare disease (one which afflicts a U.S. population of less than 200,000 people). Because there are few financial incentives for drug companies to develop therapies for diseases that afflict so few people, the U.S. government offers additional incentives to drug companies (i.e. tax advantages and extended marketing exclusivity) that develop these drugs.

Protection of Pupil Rights Amendment (PPRA) Department of Education regulation that states that surveys, questionnaires and instructional materials for school children must be inspected by parents/guardians.

Standard Operating Procedure (SOP) Official, detailed, written instructions for the management of clinical trials. SOPs ensure that all the functions and activities of a clinical trial are carried out in a consistent and efficient manner.

jstader@ortsedu.com

phone: 866-773-6787