My CRTI Experience: Mentorship, Community, and Career Development

KZ: Looking back, what motivated you to apply to CRTI, and what were you hoping to gain from the program at that point in your career?

ZI: I applied to ASH’s Clinical Research Training Institute during my final year of hematology fellowship. I knew I wanted to pursue a career as a clinical investigator in sickle cell disease and was seeking research training and mentorship outside my institution. The rigorous training strengthened my skills in clinical research design, proposal development, and the translation of research questions into feasible studies. I also developed relationships with peers in my field that have led to ongoing scientific exchange and collaboration.

KZ: When do you think is the optimal stage of training to apply for CRTI, and how should trainees think about incorporating CRTI into their broader professional development?

ZI: I think the optimal time to apply is during late fellowship or early-career faculty years, depending on individual needs. For fellows, CRTI can help clarify research direction and identify supportive faculty environments. For early-career faculty, it can support development of an independent research program and provide mentorship outside one’s institution.

KZ: How did the mentorship you received through CRTI contribute to your development as an investigator, and how did that mentorship complement the guidance you received from your primary institutional mentor?

ZI: The mentorship was the most impactful part of CRTI for me. I expected feedback on research and career development, but I was surprised by how approachable and invested the faculty were in each trainee’s success. CRTI complemented my institutional mentorship by providing investigators who offered different perspectives, challenged my thinking, and helped me consider opportunities outside my immediate environment.

KZ: How did your research project evolve from the project you initially brought to CRTI? Was there a particular piece of feedback that significantly changed the way you approached your research question or study design?

ZI: My research project was essentially demolished and rebuilt during CRTI. It became a running joke within my group that my final presentation should include pictures showing that my project had gone to Barbie from Oppenheimer, which were both newly released at the time. While that process was challenging, it ultimately taught me to identify important gaps and design flaws that would need to be addressed before pursuing a larger study. One particularly important piece of feedback was being pushed to narrow my research question and think critically about whether my proposed study design and available data could actually answer the question I was asking. That process forced me to distinguish between an interesting clinical question and one that could be translated into a rigorous, feasible study. I also learned to evaluate my work more critically from the perspective of a grant reviewer and to recognize the foundational steps needed to develop a meaningful clinical research project. Although the final CRTI project looked very different from what I initially proposed, it ultimately formed the loose foundation for the research I am now pursuing as early-career faculty.

KZ: How did the relationships you built through CRTI, whether with faculty mentors or fellow participants, help shape your professional network or lead to collaborations that might not otherwise have occurred?

ZI: I was interviewing for faculty positions during my CRTI year and had approximately 11 virtual discussions about potential positions. Seven resulted directly from CRTI faculty reaching out to department or division leaders on my behalf and facilitating introductions. This was meaningful sponsorship: they did not simply advise me on the job search; they actively advocated for me and used their professional networks to create opportunities. Their guidance ultimately influenced my decision to accept my current faculty position.

KZ: Did participating in CRTI help position you for subsequent career development opportunities, such as the ASH Scholar Award, NIH K awards, or other grants?

ZI: During my first year as faculty at the University of Illinois Chicago (UIC), I received a UIC KL2 award using a project idea adjacent to my CRTI research, with letters of support from CRTI mentors. Those relationships continue to provide guidance on project development, funding strategies, and research independence. Trainees should view CRTI as one step in a longer career pathway and a foundation for future career development opportunities.

KZ: What is something you wish you had known before starting CRTI or something about the experience that surprised you once you were part of the program?

ZI: I entered CRTI expecting primarily an intensive research training experience, yet I left with mentors, sponsors, colleagues, and lasting relationships that continue to shape my research and career.

KZ: For a trainee who is interested in becoming a clinical investigator in hematology but is unsure whether they are “ready” for a program like CRTI, what advice would you give them?

ZI: I would encourage trainees not to wait until every aspect of their research career is fully defined. What matters most is having a research question, supportive mentorship, and openness to feedback. CRTI can shape your research and broader path as a clinical investigator.