Research Education Component

研究教育部分摘要 研究教育部分(REC)的目标是在以下领域培养一支协作的科学领导者队伍 AD/ADRD的研究。我们的REC结构采用了全面、多学科、多样化和包容性的 接近。我们设计了我们的综合计划，以确保学员能够敏锐地了解 AD内部以及它与其他神经退行性疾病之间的异质性，以及 思考基本发现如何为临床研究提供信息，临床结果如何为基础研究提供信息。与 REC，宾夕法尼亚ADRC将实施NAPA里程碑，以改进和增加跨学科培训， 包括属于代表性不足的人群和不同职业水平的个人 学者。REC与临床、ORE和管理核心很好地结合在一起，以便促进和执行 培训机会，并与所有ADRC核心一起创建针对学者的指导和培训计划 开发数据和教学演示文稿。我们将为四类学员提供培训：(1) 已完成实习(医学博士和医学博士/博士)，(2)博士后/博士后实习生，(3)初级教员(定义 作为讲师或早期[3年]助理教授、博士、医学博士或医学博士)，以及(4)本科生和 来自代表性不足的少数群体的研究生，他们参与了指导研究经验 在一个暑期学期或研究期间。区域经济共同体的具体目标如下：1. 召集并为宾夕法尼亚大学教职员工干部提供持续培训，他们将担任以下方面的导师和讲师 REC实习生；2.实施一种结构化的方法来确定从研究员/博士到初级的实习生 教职员工水平，并有针对性地努力从代表性不足的本科生和研究生中确定 少数群体；3.提供培训，包括研究设计和实施、伦理和社会 负责任的研究行为，多学科协作方法对AD研究的价值 和相关的障碍，职业规划(包括工作和生活的平衡，领导力和目标设定)和核心 写作和传播的研究技能；以及4.使用对教职员工和受训人员的评估来修改和 更新研究教育培训计划，注重培养下一代AD 研究人员、多样性以及受训人员职业生涯的近期和长期发展。

Research Education Component Summary The goal of the Research Education Component (REC) is to create a cadre of collaborative scientific leaders in research on AD/ADRD. Our REC structure uses a comprehensive, multi-disciplinary, diverse and inclusive approach. We designed our integrated program to assure trainees will acquire a keen appreciation of the heterogeneity within AD and between it and other neurodegenerative diseases, as well as a comfort with thinking about how basic findings inform clinical research, and clinical findings inform basic research. With the REC, the Penn ADRC will implement NAPA milestones to improve and increase cross-disciplinary training, including for individuals who are members of under-represented populations, and of different career levels of scholars. The REC is well-integrated with the Clinical, ORE and Admin Cores in order to promote and execute training opportunities, and with all ADRC Cores to create scholar-specific mentoring and training plans and develop data and didactics presentations. We will provide training to 4 categories of trainees: (1) fellows who have completed their residency (MD & MD/PhD), (2) doctoral/postdoctoral trainees, (3) junior faculty (defined as instructor or early [<3 years] assistant professor, PhD, MD or MD/PhD), and (4) undergraduate and graduate students from underrepresented minority groups who participate in mentored research experiences over a summer semester or during a research block. The specific aims of the REC are the following: 1. Assemble and provide ongoing training to a cadre of Penn faculty who will serve as mentors and instructors to the REC trainees; 2. Implement a structured methodology to identity trainees spanning fellow/doctoral to junior faculty levels, and a targeted effort to identify undergraduate and graduate students from underrepresented minority groups; 3. Provide training that includes research design and conduct, the ethical and socially responsible conduct of research, the value of multi-disciplinary collaborative approaches to research on AD and related disorders, career planning (including work-life balance, leadership and goal setting), and core research skills of writing and dissemination; and 4. Use evaluations of the faculty and trainees to revise and update the Research Education training program, with attention to cultivating the next generation of AD researchers, diversity and the immediate- and long-term advancement of trainees’ careers.