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.

在布法罗大学（UB）生物医学信息学系，从我们的第一个T15赠款的资金，是 培训3名博士生，8名博士后（医学博士和博士）和7名生物医学信息学短期学员 research.我们继续专注于：1-健康和医疗保健/临床信息学; 2-翻译生物信息学; 和3-临床研究信息学，现在包括以下信息学：4-公共卫生和5-消费者 健康该课程建立在我们不断增长的MS和博士课程与我们现有的教师和外部 导师除了世界知名的专家谁提供研讨会等，大多数医疗信息学研究 专注于实施，技术，临床护理等方面的研究细节。当然，我们这样做，但是 我们还整合了生物医学信息学所需的协同研究技能和方向， 超越目前的困境。相比之下，我们的部门（现在7.5岁）完全符合 民族精神和NLM的研究培训目标的重点。我们也意识到我们在一个萧条地区的位置 它为我们提供了义务、机会和特权，来招募和培养经常被排除在这一领域之外的学者。 他们在熟悉的环境中，把自己的见解带给别人。同时，我们的学者，研究人员， 实践者和相关机构与我们一起培训和激励我们的学生。我们让学生使用 研究，以了解和改善该领域-分析复杂的相互作用的工作流程，评估， CDS、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 信息学，以帮助医疗保健IT成为一个流畅，知情和有意义的贡献，临床 效率和医学知识。我们的博士课程由核心课程，必修课程和必修课程组成。 在5个浓度之一（“选修”），和至少17学分的选修课。除了教学和实验室 课程，所有的学生都参与了广泛的研究，实习，研讨会，演讲，模拟IRB 和伦理审查，EHR实验室，病人安全和质量查房，以及人为因素培训。因为 学生的不同专业知识，我们建立在灵活性，以反映教学要求，同时确保掌握 必要的知识，技能，判断力在我们的学生辅导。生物医学信息学继续 尽管（或因为）它非凡的承诺，它还是令人沮丧。只有忠诚和熟练的研究人员才能提供帮助 我们缩小这一差距，使我们的领域能够实现所需要的。我们很高兴能继续并建立在 我们的训练计划。我们寻求创造研究领导者信息学的需要，值得和想要的。 生物医学信息学可以实现其承诺，如果明智和训练有素的研究人员指导我们的公正 评估、政策、应用和研究议程。UB T15计划的学员已经发表了超过 118篇同行评审的手稿，获得4项NIH赠款，10篇现在是博士后研究金或 教师职位。总的来说，29名教师导师发表了351篇论文，并被授予PI或MPI， 70份赠款。我们的UB计划是激烈致力于培养未来的研究人员，我们的领域值得。