Buffalo Research Innovation in Genomic and Healthcare Technology Education (BRIGHT Education)

布法罗基因组和医疗技术教育研究创新（BRIGHT Education）

• 批准号: 10405911
• 负责人: PETER L. ELKIN
• 金额: $ 39.94万
• 依托单位: STATE UNIVERSITY OF NEW YORK AT BUFFALO
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-07-01 至 2027-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10405911
• 关键词: 5 year old; Area; Award; Big Data; Bioinformatics; Biomedical Research; Buffaloes; Clinical; Clinical Informatics; Clinical Research; Complex; Depressed mood; Discipline; Doctor of Philosophy; Education; Educational Curriculum; Educational workshop; Ensure; Ethics; Evaluation; Faculty; Fellowship; Funding; Future; Genomics; Goals; Grant; Health; Health Technology; Healthcare; Human; Informatics; Institutes; Institutional Review Boards; Judgment; Knowledge; Laboratories; Link; Location; Manuscripts; Medical; Medical Informatics; Mentors; Paper; Patient Care; Peer Review; Policies; Positioning Attribute; Postdoctoral Fellow; Public Health; Publishing; Research; Research Personnel; Research Training; Students; Technology; Training; Training Programs; United States National Institutes of Health; United States National Library of Medicine; Universities; biomedical informatics; clinical care; doctoral student; faculty mentor; flexibility; improved; innovation; insight; patient safety; pedagogy; programs; recruit; skills; student mentoring; usability

The University at Buffalo’ (UB) Department of Biomedical Informatics, with funding from our first T15 grant, is training 3 PhD students, 8 post docs (MDs and PhDs) and 7 short term trainees in biomedical informatics research. We continue our focus on: 1-health & healthcare/clinical informatics; 2-translational bioinformatics; and 3-clinical research informatics, with inclusion now on informatics of: 4-Public Health and 5-Consumer Health. The curriculum builds on our growing MS and PhD programs with our existing faculty and outside mentors in addition to world-renowned experts who provide workshops, etc. Most medical informatics research focuses on the specifics of research in implementation, technology, clinical care, etc. We do that, of course, but we also integrate the synergistic research skills and orientations needed for biomedical informatics to move our discipline beyond its current entanglements. In contrast, our department (now 7.5 years old) fits perfectly with the ethos and focus of the NLM’s research training goals. We also realize that our location in a depressed area offers us the obligation, opportunity, and privilege to recruit and train scholars so often excluded from this field. They stay in familiar settings, and bring their insights to others. Also, our affiliated scholars, researchers, practitioners, and linked institutes joins with us to train and inspire our students. We enable students to use research to understand and improve the field--analyzing the complex interactions of workflow, evaluation, CDS, usability, ethics, big data, clinical research, bioinformatics and patient care–researching biomedical informatics to help move healthcare IT to be a fluent, informed, and meaningful contribution to clinical efficiency and medical knowledge. Our PhD program is comprised of core courses, required additional courses in 1 of the 5 concentrations (“selectives”), and at least 17 credits of electives. In addition to didactic and lab courses, all students are involved in extensive research, practicums, workshops, presentations, mock IRBs and ethics reviews, EHR laboratories, patient safety and quality rounds, and human factors training. Because of students’ varying expertise, we build in flexibility to reflect pedagogic requirements while ensuring mastery of necessary knowledge, skills, judgment in our mentoring of students. Biomedical informatics continues to frustrate, despite (or because of) its extraordinary promises. Only committed and skilled researchers can help us close this gap; enabling our field to achieve what is so needed. We are so excited to continue and build on our training program. We seek to create the researcher-leaders informatics needs, deserves and has wanted. Biomedical informatics can fulfil its promise if wise and well-trained researchers guide our unbiased evaluations, policies, applications, and research agendas. The UB T15 program’s trainees have published over 118 peer reviewed manuscripts, been awarded 4 NIH grants, and 10 are now in postdoctoral fellowships or faculty positions. Overall the 29 faculty mentors have published 351 papers and been awarded, as PI or MPI, 70 grants. Our UB program is fiercely committed to training the future researchers our field deserves.

布法罗大学（UB）生物医学信息学系，我们的第一个T15赠款的资金是 培训3个博士生，8个邮政文件（MDS和PHD）和7名生物医学信息的短期学员 研究。我们将继续关注：1-Health＆Healthcare/临床信息； 2译本生物信息学； 和三临床研究信息，现在包含在：4-公共卫生和5-消费者的信息中 健康。该课程建立在我们与现有教职员工和外部的不断增长的MS和博士学位课程的基础上 指导者除了提供讲习班的世界知名专家外，大多数医学信息研究 专注于实施，技术，临床护理等方面的研究规范。当然，我们要这样做 我们还整合了生物医学信息的协同研究技能和取向，以移动我们 纪律超出了当前的纠缠。相比之下，我们的部门（现年7.5岁）非常适合 NLM研究培训目标的精神和重点。我们还意识到我们在沮丧的地区的位置 为我们提供了客观，机会和特权，以招募和培训学者经常被排除在该领域。 他们留在熟悉的环境中，并将自己的见解带给他人。此外，我们的会员学者，研究人员， 从业者和与我们联系的机构与我们一起训练和启发我们的学生。我们使学生能够使用 研究和改善领域的研究 - 分析工作流程，评估的复杂相互作用， CD，可用性，伦理，大数据，临床研究，生物信息学和患者护理 - 研究生物医学 提供信息，以帮助将医疗保健成为一种流利，知情和有意义的临床贡献 效率和医学知识。我们的博士学位课程由核心课程组成，需要其他课程 在5个浓度中的1个（“选择性”）中，至少有17个选修学分。除了教学和实验室 课程，所有学生都参与广泛的研究，实践，讲习班，演示文稿，模拟IRB 以及道德评论，EHR实验室，患者安全和质量回合以及人为因素培训。因为 在学生的不同专业知识中，我们以灵活性来反映教学要求，同时确保掌握 必要的知识，技能，判断我们对学生的心理。生物医学信息继续 沮丧，承诺（或由于）其非凡的承诺。只有坚定而熟练的研究人员才能帮助 我们缩小了这个差距；使我们的领域能够实现所需的目标。我们很高兴能继续前进 我们的培训计划。我们寻求创造研究人员领导者的信息需求，应有的和想要的。 如果明智和训练有素的研究人员指导我们的公正，生物医学信息可以履行其诺言 评估，政策，应用和研究议程。 UB T15计划的受训者已经发布了 118个同行审查的手稿，获得了4项NIH赠款，目前有10个授予的手稿 教师职位。总的来说 70补助。我们的UB计划致力于培训我们领域应得的未来研究人员。