Research Education Core

总结 老年人口将从2000年的3500万增加到2030年的7200万，增加一倍以上， 占美国人口的20%。为了帮助保护美国老年人的流动性和独立性， 佛罗里达（UF）老年美国人独立中心（OAIC）研究教育核心（REC）促进 发展独立调查员，进行与“促进 流动性和独立性”。这一核心强调以能力为基础的研究发展， 领导能力，在整个翻译谱进行高影响力的研究。这种方法的关键是 我们与UF的NIH资助的临床和转化科学研究所（CTSI），UF中心的合作伙伴关系， 推进少数民族疼痛和衰老科学（CAMPAS），退伍军人事务部（VA）老年医学研究 教育和临床中心（GRECC），佛罗里达阿尔茨海默病研究中心（ADRC），以及所有 我们的大学学院。区域环境委员会利用并促进其他内部和外部举措， 职业支持，包括UF资源和方案; NIH和其他校外职业发展奖， 多样性补充，研究奖，奖学金;和CTSI和VA支持。REC支持 REC学者的研究培训，他们跨越了从初级学员（博士后学生）到 尚未获得重大（R 01级）研究赠款的助理教授。REC学者 从REC获得直接的工资支持，以保护他们的职业发展和研究时间。他们 我还将受益于REC的指导和培训活动，获得其他OAIC核心支持，以及旅行 资源在我们的第一年，我们建议支持一个由四名REC学者组成的跨学科小组， 不同的UF部门（物理治疗，外科，衰老和老年研究，神经病学）。之间 这些REC学者中，两人拥有临床学位和职责;一人是女性。REC的首要任务是 目标是招募，选择和培养有才华的REC学者致力于推进转化科学， 整合老年人健康/疾病和独立/残疾的临床见解。利用知识 在基础和临床研究成果的进步，REC学者将努力寻找潜在的干预措施， 促进老年人的行动能力和独立性。为了促进团队科学和翻译的观点， 我们强调由不同科学家骨干支持的跨学科职业发展计划（基础， 翻译、社会、行为、生物统计学、流行病学和临床）。量身定制的职业发展计划 每个建议的REC支持的学者包括，但不限于：a）一个研究项目， OAIC的主题; B）强调基础和临床研究整合的正式培训策略， 跨OAIC研究范围的互动，并利用其他OAIC核心设施的资源; c） 一个正式的导师计划，使用团队方法来促进转化科学方法;以及d） 监控流程，使用具体的里程碑和成就正式评估学员的进展。

Summary The older population will more than double from 35 million in 2000 to 72 million in 2030 and comprise almost 20% of the U.S. population. To help preserve older Americans’ mobility and independence, the University of Florida (UF) Older Americans Independence Center (OAIC) Research Education Core (REC) promotes the development of independent investigators in interdisciplinary research on aging related to “promotion of mobility and independence.” This core emphasizes the competency-based development of research and leadership skills for conducting high-impact research across the translational spectrum. Key to this approach is our partnerships with UF’s NIH-funded Clinical and Translational Science Institute (CTSI), the UF Center for Advancing Minority Pain and Aging Science (CAMPAS), the Veterans Affairs (VA) Geriatric Research Education and Clinical Center (GRECC), the Florida Alzheimer’s Disease Research Center (ADRC), and all of our University colleges. The REC leverages and contributes to other internal and external initiatives providing career support, including UF resources and programs; NIH and other extramural career-development awards, diversity supplements, research awards, and fellowships; and CTSI and VA support. The REC supports the research training of REC Scholars who span the spectrum from beginning trainees (post-doctoral students) to assistant professors who have not yet obtained funding for major (R01-level) research grants. REC Scholars receive direct salary support from the REC to protect their time for career development and research. They also benefit from REC mentorship and training activities, access to other OAIC Core support, and travel resources. In our first year, we propose to support an interdisciplinary group of four REC Scholars from four different UF departments (Physical Therapy, Surgery, Aging and Geriatric Research, and Neurology). Among these REC Scholars, two have clinical degrees and responsibilities; one is a woman. The REC’s overarching goal is to recruit, select, and train talented REC Scholars committed to advancing translational science and to integrating clinical insights of health/disease and independence/disability in older adults. Using knowledge of advances in basic and clinical research findings, REC Scholars will strive to find potential interventions that will promote mobility and independence in older adults. To facilitate team science and a translational perspective, we emphasize an interdisciplinary career-development plan supported by a diverse cadre of scientists (basic, translational, social, behavioral, biostatistics, epidemiological, and clinical). Tailored career-development plans for each proposed REC-supported Scholar include, but are not limited to: a) a research project integrated with this OAIC’s theme; b) a formal training strategy that stresses the integration of basic and clinical research and interactions across the OAIC research spectrum and exploits the resources of the other OAIC Core facilities; c) a formal mentorship program that uses a team approach to foster translational science approaches; and d) a monitoring process to evaluate trainees’ progress formally using specific milestones and achievements.