Research Education Component (REC)

REC项目摘要 匹兹堡老年美国人研究教育部分(REC)的目标 独立中心(OAIC)旨在培养具有年龄相关专业知识的新一代调查人员 机动性和平衡性研究。这些研究人员将拥有基础、临床和翻译方面的专业知识 将领导和参与协作的多学科项目。为了实现这一目标， REC为受训者使用了广泛的学习策略。该计划整合了基础和临床方面的培训 研究，创造一个有组织但灵活和丰富的学习环境，并提供核心能力， 自我评估工具、研究项目支持，以及从以下来源获得高级调查人员的人才 致力于流动性和平衡研究与指导的多个学科。 我们的具体目标是：1)促进青少年在流动性、平衡性和老龄化研究方面的职业 3级调查员：新手调查员(初级培训学员)、胡椒学者(初级 具有一定专业知识的教职员工获得OAIC工资支持)，并过渡到独立调查人员 (获得独立职业发展奖的学员)。2)通过以下方式提供有组织的职业发展 有指导的多学科研究经验、静修和职业发展研讨会，以及正式的 通过临床和翻译科学研究所进行基础和临床研究技能教学计划 (CTSI)培训计划。3)促进临床与基础之间的转化研究和交叉培训 科学研究人员。4)协调联系一大群经验丰富的导师。5)向学者们提供两个- 学期助学金写作课程，使他们能够获得职业发展奖 适合提交的建议书或“R”类申请。6)通过以下方式为学员提供资金支持 津贴、试点资金和额外资源。7)提供个性化的建议、反馈、职业指导、 以及对学员和导师的支持。8)监督晋升、招聘、选拔、监督和 对受训人员和项目进行评估。9)与内部和外部的其他核心和单位协作 与伊斯兰会议组织相关主题的机构。10)通过参与OAIC协调，丰富学者培训 中心的访问学者计划。 这一周期的创新包括：(1)为每位学者设立一个指导团队，现在包括基本的 和临床研究人员，旨在促进团队科学；(2)为#年的所有学者提供“交叉培训”课程 临床、翻译和基础科学；(3)扩展我们的领导技能培训课程， 重点关注对新兴领导者至关重要的技能；(4)通过参与以下活动提高OAIC的指导技能 NIH/CTSI资助的导师技能计划；以及(5)参与新的OAIC协调中心的 访问学者计划，为学者的发展提供进一步的培训机会和支持。

REC PROJECT SUMMARY The goal of the Research Education Component (REC) of the Pittsburgh Older Americans Independence Center (OAIC) is to create a new generation of investigators with expertise in age-related mobility and balance research. These investigators will have expertise in basic, clinical, and translational approaches and will lead and participate in collaborative multidisciplinary projects. To accomplish this goal, the REC uses a wide range of learning strategies for trainees. The program integrates training in basic and clinical research, creates a structured but flexible and rich learning environment, and provides core competencies, self-assessment tools, research project support, and access to a talented source of senior investigators from multiple disciplines who are dedicated to mobility and balance research and mentoring. Our specific aims are to: 1) Promote careers in mobility, balance, and aging research among junior investigators at 3 levels: Novice investigators (mentees in the initial level of training), Pepper Scholars (junior faculty with some expertise who receive OAIC salary support), and Transition to Independence investigators (mentees with independent career development awards). 2) Provide structured career development through mentored multidisciplinary research experiences, retreats, and career development seminars, as well as formal didactic programs on basic and clinical research skills through the Clinical and Translational Science Institute (CTSI) training programs. 3) Promote translational research and cross-training between clinical and basic science investigators. 4) Coordinate access to a large group of experienced mentors. 5) Offer Scholars a two- semester grant writing course that enables them to emerge with a polished career development award proposal or “R” application that is suitable for submission. 6) Provide financial support for trainees through stipends, pilot funds, and additional resources. 7) Provide individualized advice, feedback, career guidance, and support to trainees and mentors. 8) Oversee the promotion, recruitment, selection, monitoring, and evaluation of trainees and the program. 9) Collaborate with other cores and units within and outside the institution for OAIC related themes. 10) Enrich Scholar training through participation in the OAIC Coordinating Center's Visiting Scholar Program. Innovations for this cycle include: (1) a mentoring team for each Scholar that now includes both basic and clinical researchers, designed to promote team science; (2) a “cross-training” curriculum for all Scholars in clinical, translational, and basic science; (3) expansion of our Leadership Skills Training curriculum which focuses on skills critical for emerging leaders; (4) improvement of OAIC mentoring skills through participation in the NIH/CTSI-funded mentor skills program; and (5) participation in the new OAIC Coordinating Center's Visiting Scholars Program to provide further training opportunities and support for Scholars' development.