Predoctrol Training in Biomedical Sciences

项目总结： 加州大学旧金山分校生物医学科学(BMS)培训计划提供跨学科培训，以装备不同的 具有所需的科学和智力技能的学生严格解决 生物医学科学具有增强的自我效能感和自我指导性，以及适应能力和专业技能 需要在他们随后的生物医学科学劳动力的职业生涯中继续做出贡献。这个 BMS计划的目标与NIGMS分子医学计划领域的目标密切相关。这个 该计划在加州大学旧金山分校的培训计划中是独一无二的，并满足了全国对严格培训 有动力并能够应用基础和翻译研究方法来剖析 人类疾病的机械基础，从分子和单细胞到组织和器官系统。 学生从培训计划中脱颖而出，具有强化的科学认同感，科学成就的记录， 和机会，为符合他们自己的生物医学科学事业做出富有成效的贡献 利益和价值观。我们通过课程作业、有指导的研究和 其他有组织的培训活动。BMS课程提供了蜂窝和 分子生物学、遗传学和组织器官生物学，并整合了对人类疾病的理解 从头到尾。它提供了通过小组讨论深入接触重点领域的机会- 风格迷你课程，并包括一门翻译科学课程，其中结合了与临床医生和 病人。工作坊教会学生严格应用新兴技术、生物统计学和计算 研究方法。评估、提出和沟通研究的技能发展也是 贯穿第一年的课程，并通过实验室培训和指导得到加强。职业生涯 从学生体验和专业发展开始，就强调探索和专业发展 由强大的计划和机构资源、可选实习和专业指导提供支持 来自项目教师，所有人都必须参加论文导师发展培训计划。 培训计划的聘任选择是通过一开始的申请程序进行的 学生第二年的培训。学生也可以在开始时申请新的或继续的支持 他们在这个项目中的第三年。我们预计每年从大量符合条件的学员中支持12名学员 生物医学研究生项目的学生，该项目的目标是每年招收25名新学员。 预期的课程结果包括在5-6年内完成学位，培养和交流一个团体 严谨和有影响力的生物医学研究，以及成功过渡到与研究相关的职业 生物医学工作人员。我们努力提供包容的学习和指导氛围，以便我们能够 对所有学生，包括代表人数不足的学生，保持相同的高标准 背景、残疾学生和社会经济贫困背景的学生。

Project Summary: The UCSF Biomedical Sciences (BMS) training program provides interdisciplinary training to equip diverse students with the scientific and intellectual skills needed to rigorously address important problems in the biomedical sciences with increasing self-efficacy and self-direction, and the adaptability and professional skills needed to continue making contributions in their subsequent careers in the biomedical science workforce. The BMS program’s goals are closely aligned with those of the NIGMS Molecular Medicine program area. The program is unique among UCSF training programs, and addresses a national need for rigorous training of scientists who are motivated and able to apply basic and translational research approaches to dissect the mechanistic underpinnings of human disease, from molecules and single cells to tissue and organ systems. Students emerge from the training program with reinforced scientific identity, a record of scientific achievement, and opportunities to productively contribute to the biomedical scientific enterprise that accord with their own interests and values. We pursue these goals through a combination of coursework, mentored research, and other structured training activities. The BMS curriculum provides a fundamental foundation in cellular and molecular biology, genetics and tissue and organ biology, and integrates understanding of human disease states throughout. It provides opportunities for deep exposure to focus areas through small group discussion- style minicourses, and includes a translational science course that incorporates discussion with clinicians and patients. Workshops teach students to rigorously apply emerging technologies, biostatistics, and computational approaches in research. Skills development in evaluating, proposing and communicating research is also threaded through the first year curriculum and reinforced by laboratory training and mentorship. Career exploration and professional development is emphasized from the beginning of the student experience and supported by robust program and institutional resources, optional internships, and professional mentorship from program faculty, all of whom are required to participate in a Thesis Mentor Development training program. Selection for appointment to the training program is conducted through an application process at the beginning of students’ second year of training. Students may also apply for new or continued support at the beginning of their third year in the program. We anticipate supporting 12 trainees annually from the large pool of eligible students in the Biomedical Sciences Graduate Program, which aims to enroll 25 new entrants each year. Intended program outcomes include degree completion in 5-6 years, generation and communication of a body of rigorous and impactful biomedical research, and successful transition to research-related careers in the biomedical workforce. We endeavor to provide an inclusive learning and mentoring atmosphere so that we can uphold the same high standards for program outcomes for all students, including those from underrepresented backgrounds, students with disability, and students from socioeconomically disadvantaged backgrounds.