Institutional Career Development Core

机构职业发展核心

• 批准号: 10439469
• 负责人: Faheem W Guirgis
• 金额: $ 59.14万
• 依托单位: UNIVERSITY OF FLORIDA
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-08-15 至 2024-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10439469
• 关键词: 2,4-Dinitrophenol; Academy; Active Learning; Address; Advisory Committees; Appointment; Career Choice; Certification; Clinical; Clinical Competence; Clinical Research; Clinical Trials; Collaborations; Communication; Communication Research; Competence; Data; Degree program; Development; Development Plans; Discipline; Dissemination and Implementation; Distance Learning; Distant; Doctor of Pharmacy; Doctor of Philosophy; Doctor' s Degree; E-learning; Educational Curriculum; Educational process of instructing; Educational workshop; Enrollment; Environment; Ethics; Ethnic Origin; Evaluation; Faculty; Fellowship; Florida; Funding; Gender; Goals; Grant; Health; Health Sciences; Individual; Institution; Laboratories; Leadership; Learning; Maps; Master' s Degree; Medicine; Mentors; Modeling; Persons; Positioning Attribute; Preparation; Productivity; Program Development; Publications; Race; Reporting; Research; Research Personnel; Role; Science; Series; Training; Training Programs; Translational Research; Underrepresented Populations; United States National Institutes of Health; Universities; Workforce Development; Writing; base; biomedical scientist; career; career development; certificate program; college; demographics; design; didactic education; diversity and inclusion; experience; externship; flexibility; innovation; interest; leadership development; member; multidisciplinary; online course; programs; recruit; skills; tool; translational health science; working group

The primary goal of the CTSI’s Mentored Career Development (KL2) Program is to educate and train diverse, multidisciplinary Early Stage Investigators (ESI) at the University of Florida Health Science Center (UFHSC), and several affiliated institutions for leadership roles in research translation. A secondary goal is to engage Translational Workforce Development leadership at Florida State University (FSU) to establish a formal K Scholar Training Program. These goals will be attained by completion of five specific aims. First, a flexible, two-year curriculum of didactic courses and mentored research will provide for the rigorous learning of core competencies that clinical doctorates or PhD’s require to pursue successful translational research careers. Innovative aspects include extension of KL2 Programs to ESI’s across UF Colleges and campuses, a pre KL2 Program for clinicians, a revised Certificate in Clinical and Translational Health Science, and a Mentor Academy expanded to an online course to develop mentoring skills. Second, over the two-year training period, a series of career development opportunities will build professional skills in communication, mentoring, research management, teaching, collaboration/team science, leadership, as well as grant writing. Innovative components include the organization of all ESI’s into a K College with monthly career development sessions, K to R Bootcamp for writing their first R01 application, a Certificate Program in Biomedical Scientists as Educators, Career Interest Teams, and KL2 Externships with regional CTSA hubs. Third, we will recruit and retain four KL2 scholars (two-year appointments) who are diverse with regards to demographics, profession, and career plans. Innovative aspects will be recruitment from our K College pool (currently 143 ESI’s from 10 colleges and several campuses, including FSU), and programs from our Diversity and Inclusion Working Groups to assure participation from underrepresented groups. Fourth, a model program for regional development will be developed for ESI’s at UF campuses, FSU, and affiliated academic institutions distant from the UF campus. Innovative aspects include the conversion of all courses, Certificate Programs, grant- writing workshops, and seminars to online/distance learning opportunities using livestreaming, videoarchiving, or asynchronous online learning curricula. Fifth, the program’s impact will be assessed by acquisition of core competencies and scholar career trajectories. Innovative aspects have been mapping of core competencies to the curriculum and 15 year tracking of all KL2 scholars. To date, all 23 KL2 Scholars continue careers in science. In the current period of funding, all eight KL2 Scholar graduates will have K or R funds from NIH, with high levels of productivity in publications and presentations. At the end of the next period of funding, the KL2 Program will have continued to launch ESI’s onto independent research careers, but with expansions of programs to FSU and other UF affiliated campuses and programs, thereby creating a model program for regionalization of translational career development.

CTSI的辅导职业发展(KL2)计划的主要目标是教育和培训多样化的、 佛罗里达大学健康科学中心(UFHSC)多学科早期调查人员(ESI)， 和几个附属机构在研究翻译中发挥领导作用。次要目标是参与 佛罗里达州立大学(FSU)的翻译劳动力发展领导力将建立正式的K 学者培训计划。这些目标将通过完成五个具体目标来实现。首先，一个灵活的， 为期两年的教学课程和指导研究将提供严格的核心学习 临床博士或博士从事成功的翻译研究事业所需的能力。 创新方面包括将KL2课程扩展到UF学院和校园的ESI，一个KL2预科课程 临床医生计划，修订的临床和转化健康科学证书，以及导师 学院扩展为一门在线课程，以发展指导技能。第二，在两年的培训期间， 一系列职业发展机会将培养沟通、指导、 研究管理、教学、协作/团队科学、领导力以及拨款撰写。创新型 内容包括将所有ESI组织成K学院，每月举行职业发展会议， 为R BootCamp编写他们的第一个R01应用程序，生物医学科学家证书计划为 教育工作者、职业兴趣团队和地区CTSA中心的KL2外部实习。第三，我们将招聘和 保留四名KL2学者(为期两年)，他们在人口统计、专业、 和职业生涯规划。创新方面将从我们的K学院池中招聘(目前从10名ESI招聘143名 大学和几个校园，包括佛罗里达州立大学)，以及我们的多样性和包容性工作项目 确保代表人数不足的群体的参与。第四，区域示范项目 将在UF校区、FSU和附属学术机构远程开发ESI 在密歇根大学校园里。创新方面包括转换所有课程、证书计划、补助金- 写作研讨会和研讨会，利用直播、视频存档和在线/远程学习机会 或不同步的在线学习课程。第五，该计划的影响将通过收购CORE进行评估 能力和学者职业发展轨迹。创新方面已经将核心能力映射到 所有KL2学者的课程和15年跟踪。到目前为止，所有23名KL2奖学金获得者都继续在 科学。在当前的资助期间，所有八名KL2奖学金毕业生将获得NIH的K或R基金，以及 出版物和演示文稿的高水平生产力。在下一个资助期结束时，九龙第二期 计划将继续在独立研究生涯中推出ESI，但随着 FSU和其他密歇根州立大学附属校区和项目的课程，从而为 翻译职业发展的区域化。