Research Education Component (REC)

REC项目总结 匹兹堡老年美国人研究教育组成部分（REC）的目标 独立中心（OAIC）的目标是培养新一代具有年龄相关专业知识的调查人员。 流动性和平衡研究。这些研究者将具备基础、临床和翻译方面的专业知识 方法，并将领导和参与合作的多学科项目。为了实现这一目标， REC为学员提供广泛的学习策略。该计划整合了基础和临床培训 研究，创造一个结构化，但灵活和丰富的学习环境，并提供核心竞争力， 自我评估工具，研究项目支持，并获得来自高级研究人员的人才来源， 多学科谁致力于流动性和平衡的研究和指导。 我们的具体目标是：1）促进年轻人在流动性，平衡和老龄化研究方面的职业生涯 3个级别的调查员：新手调查员（初级培训的学员）、Pepper学者（初级 获得OAIC工资支持的一些专业知识的教师），以及过渡到独立调查员 （获得独立职业发展奖的学员）。2)提供结构化的职业发展， 指导多学科研究经验，务虚会和职业发展研讨会，以及正式的 通过临床和转化科学研究所开展的基础和临床研究技能教学计划 （CTSI）培训计划。3)促进临床和基础之间的转化研究和交叉培训 科学调查员。4)协调访问大量经验丰富的导师。5)为学者提供两个- 学期助学金写作课程，使他们能够与抛光的职业发展奖出现 建议或“R”应用程序，适合提交。6)为学员提供财政支持， 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、甄选、监督和 对受训人员和方案的评价。9)与内部和外部的其他核心和单位协作 与OAIC相关的主题。10)通过参与OAIC协调，丰富学者培训 中心的访问学者计划。 该周期的创新包括：（1）为每个学者建立一个指导团队，现在包括基本的 （2）为所有学者提供的“交叉培训”课程， 临床，转化和基础科学;（3）扩大我们的领导技能培训课程， 侧重于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指导技能： NIH/CTSI资助的导师技能计划;（5）参与新的OAIC协调中心的 访问学者计划提供进一步的培训机会和支持学者的发展。

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.