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的指导职业发展（KL 2）计划的主要目标是教育和培训多样化， 佛罗里达大学健康科学中心（UFHSC）的多学科早期研究者（ESI）， 和几个附属机构的领导作用，在研究翻译。第二个目标是 佛罗里达州立大学（FSU）的翻译劳动力发展领导层建立了正式的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。第一，灵活， 为期两年的教学课程和指导研究课程将提供核心的严格学习 临床博士或博士学位要求追求成功的转化研究事业的能力。 创新方面包括KL 2计划的扩展到ESI的跨UF学院和校园，一个预KL 2 临床医生计划，修订后的临床和转化健康科学证书，以及导师 学院扩大为在线课程，以发展辅导技能。第二，在两年的培训期间， 一系列的职业发展机会将建立沟通，指导， 研究管理，教学，协作/团队科学，领导力，以及赠款写作。创新 组成部分包括所有ESI的组织成一个K学院每月职业发展会议，K R Bootcamp撰写他们的第一个R 01申请，生物医学科学家证书课程， 教育工作者，职业兴趣小组，和KL 2实习与区域CTSA中心。第三，我们将招募和 保留四名KL 2学者（两年任期），他们在人口统计学，专业， 和职业规划。创新方面将从我们的K学院池招聘（目前143 ESI的从10 学院和几个校区，包括FSU），以及我们的多元化和包容性工作计划 确保代表性不足群体的参与。第四，区域示范方案 开发将开发ESI的在UF校园，FSU，和附属学术机构遥远 UF校园。创新方面包括所有课程的转换，证书课程，赠款- 写作讲习班和研讨会，利用直播、视频存档、 或异步在线学习课程。第五，该计划的影响将通过收购核心来评估 能力和学者职业轨迹。创新方面一直在绘制核心能力， 所有KL 2学者的课程和15年的跟踪。迄今为止，所有23名KL 2学者继续在 科学在目前的资助期内，所有八名KL 2学者毕业生都将获得NIH的K或R基金， 出版物和演示文稿的高生产率。在下一个融资期结束时，KL 2 该计划将继续推出ESI的独立研究事业，但随着 计划FSU和其他UF附属校园和计划，从而创建一个示范计划， 翻译职业发展区域化。