Medical Scientist Training Program

科学研究是教师和学员之间的共享经验，其中的韧性和福祉的 双方都是最佳学习，繁荣和成功的关键。关于负责任行为的培训 学生的研究，以及专业精神和参与教师的强制性导师培训 在我们的NIGMS资助的培训赠款是生产和成功的实验室的基石，但 缺乏促进学生和教师复原力的基础设施。循证实践， 在我们的使命中，培养健康和健康的工作场所文化是情感培训的必要条件 在生物医学研究中的聪明和有远见的领导者。通过利用培训、课程资源和 通过我们目前参与NIH校内培训和教育弹性办公室获得的见解 培训计划（OITE RTP），我们建议在耶鲁大学创建弹性-“R@Y”-一个数据驱动的，可扩展的 耶鲁医学院的复原力培训和健康活动的可持续基础设施 （YSM）。通过Sharon博士创建的“成为一名有弹性的科学家”系列课程获得的强大课程 米尔格拉姆，NIH OITE主任，消除了开发独特内容的需要。相反，我们建议 行政补充资金用于两个主要目标：首先，我们的目标是衡量弹性， 确定参与NIGMS资助的T32培训的MD-PhD学生，博士生和教师的需求 在生物医学研究环境中工作的赠款。虽然许多医学研究， 护理，甚至牙科学生在学术或临床背景下工作的弹性已经出版， 实验室环境和研究生教育所特有的挑战（培训时间，例如MD-PhD） 学生平均7-8岁）尚未进行探索。我们将开发一种使用康纳- 戴维森弹性量表（CD-RISC）和人口统计学、工作和休闲相关问题 活动和健康资源，以调查生物医学的复原力和福祉的当前水平， 研究人员在YSM。这项研究的数据将为第二个目标提供信息，即建立一个强大的基础设施， 实施OITE现有的RTP课程和培训活动（网络研讨会、小组讨论、同行 大使培训），并保持今后的努力，以促进生物医学研究人员的复原力和福祉。到 这样做，补充资金将部分支持精神卫生专业人员的工资， 支持医学生。YSM Wellness员工的职责范围将扩大到包括 在研究实验室环境中工作的研究生和教师。在R@Y的这个试点年，我们将专注于 为来自代表性不足的种族和族裔群体的教师和学生提供复原力培训， 残疾人和在社会、文化、经济或教育方面处于不利地位的人 背景如果成功，我们将提供数据和“概念证明”，证明R@Y具有深远的影响 除了提高学生和教师对改变学术研究文化的适应力。

Scientific research is a shared experience between faculty and trainees, where the resilience and well-being of both parties is essential for optimal learning, thriving and success. Training on the responsible conduct of research for students, as well as on professionalism and mandated mentor training for faculty who participate in our NIGMS-funded training grants are cornerstones for productive and successful laboratories, and yet the infrastructure to promote the resilience of students and faculty is lacking. Evidence-informed practices to cultivate well-being and a workplace culture of wellness are imperative in our mission to train emotionally intelligent and visionary leaders in biomedical research. By leveraging the training, curricular resources and insights gained through our current participation in the NIH Office of Intramural Training & Education Resilience Training Program (OITE RTP), we propose to create Resilience at Yale — “R@Y”— a data-driven, scalable and sustainable infrastructure for resilience training and wellness activities at the Yale School of Medicine (YSM). Robust curricula obtained through the “Becoming a Resilient Scientist” series created by Dr. Sharon Milgram, Director of the NIH OITE, obviates the need to develop unique content. Instead, we propose to apply administrative supplemental funds toward two major goals: first, we aim to measure the resilience and ascertain the needs of MD-PhD students, PhD students and faculty participating in NIGMS-funded T32 training grants at YSM who are working in a biomedical research environment. While many studies of medical, nursing and even dental student resilience working in an academic or clinical context have been published, the challenges unique to a laboratory setting and graduate education (where training duration such as for MD-PhD students averages 7-8 years) have not been explored. We will develop a survey instrument using the Connor- Davidson Resilience Scale (CD-RISC) and questions related to demographics, work- and leisure-related activities and wellness resources to investigate the current levels of resilience and well-being of the biomedical research workforce at YSM. Data from this study will inform the second aim to create a strong infrastructure to implement existing OITE RTP curriculum and training activities (webinars, small group discussions, peer ambassador training) and sustain future efforts to promote biomedical researcher resilience and well-being. To do so, supplemental funds will partially support the salaries of mental health professionals originally intended to support medical students. The scope of the YSM Wellness staff responsibilities will be expanded to include graduate students and faculty working in a research laboratory setting. In this pilot year of R@Y, we will focus on providing resilience training to faculty and students from underrepresented racial and ethnic groups, individuals with disabilities and from socially, culturally, economically or educationally disadvantaged backgrounds. If successful, we will provide data and “proof of concept” that R@Y has far-reaching impact beyond improving student and faculty resilience toward changing the culture of academic research.