Research Education Component (REC)

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PROJECT SUMMARY – Research Education Component (REC) The overall objective of the REC is to address unmet research training needs and build professional resilience within the growing community of aging researchers in order to accelerate the discovery and implementation of interventions enhancing physical resilience in older adults. Leveraging new programs and collaborations at Duke, REC will intentionally expand the community of translational aging researchers to include biobehavioral researchers, health disparities researchers, and health services researchers. To build professional resilience within this community, REC will coordinate an aging research curriculum combined with multiple opportunities for feedback, networking, and peer support. The curriculum is designed to enhance competencies in developing complex interventions, recruiting and retaining diverse populations, and reducing health disparities. (Aim 1). Further, the REC will train and support mentors within the community of aging researchers to enhance the quality of translational research mentoring across disciplines. To accomplish this, the REC will adapt an evidence-based mentor training workshop to address specific issues in aging research. (Aim 2). Finally, the REC will provide mentored research experiences to prepare a diverse group of aging researchers focusing on physical resilience through Career Development Awards and Pepper Seed Awards. (Aim 3). All REC programs are based in Social Constructivist adult education theory, with learners actively engaged in solving complex problems with others across disciplines. Evaluation approaches assess the level of learner engagement and direct impact of the learning on their research. Recognizing the critical need to develop and support researchers from underrepresented groups, REC will partner with the Duke Center for Research to Address Healthcare Equity (REACH EQUITY), the Duke CTSI KL2 program, and a nearby Historically Black College/University, North Carolina Central University. The ability to leverage institutional resources will markedly enhance the impact of the REC program. Support by Duke’s leaders is demonstrated by the commitment for matching funds for REC scholars by the School of Medicine Dean and Department Chairs, and the funding of the REC-initiated Colloquia by the School of Medicine Dean.