Research Education Component

研究教育部分

• 批准号: 10461092
• 负责人: JASON H KARLAWISH
• 金额: $ 15.62万
• 依托单位: UNIVERSITY OF PENNSYLVANIA
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-08-15 至 2026-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10461092
• 关键词: Address; Affect; African American; Alzheimer' s Disease; Alzheimer' s disease related dementia; Americas; Attention; Basic Science; Bioinformatics; Biological Markers; Biology; Black American; Categories; Clinical; Clinical Investigator; Clinical Research; Clinical Sciences; Cognitive; Collaborations; Computational Science; Data; Diagnosis; Discipline; Disease; Doctor of Philosophy; Ethics; Evaluation; Faculty; Family; Fostering; Functional disorder; Genetic; Geriatrics; Goals; Heterogeneity; Individual; Informatics; Knowledge; Laboratories; Lead; Leadership; Link; Memory; Mentors; Methodology; Methods; Minority Groups; Mission; Molecular; Molecular Biology; Neurodegenerative Disorders; Neurologist; Neurology; Patient Care; Patients; Pennsylvania; Persons; Psychiatry; Radiology Specialty; Research; Research Design; Research Personnel; Residencies; Scientist; Solid; Structure; Talents; Thinking; Time; Training; Training Activity; Training Programs; Training and Infrastructure; Translational Research; Underrepresented Populations; Universities; Update; Writing; career; career life balance; collaborative approach; design; diversity and inclusion; drug discovery; education research; epidemiology study; experience; graduate student; improved; instructor; interdisciplinary approach; interest; member; multidisciplinary; neuropathology; next generation; novel; outreach; prevent; professor; programs; ranpirnase; recruit; responsible research conduct; skills; social; statistics; training opportunity; undergraduate student; underrepresented minority student

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.

研究教育部分摘要 研究教育部分（REC）的目标是创建一个合作的科学领导干部， AD/ADRD研究我们的REC结构采用全面，多学科，多元化和包容性的 approach.我们设计了我们的综合计划，以确保学员将获得一个敏锐的欣赏， AD内及其与其他神经退行性疾病之间的异质性，以及 思考基础研究如何为临床研究提供信息，临床研究如何为基础研究提供信息。与 REC，宾夕法尼亚州ADRC将实施NAPA里程碑，以改善和增加跨学科培训， 包括代表性不足人口的成员和不同职业水平的个人， 学者REC与临床、ORE和管理核心良好集成，以促进和执行 培训机会，并与所有ADRC核心一起创建针对特定客户的指导和培训计划， 编制数据和教学演示文稿。我们将为四类学员提供培训：（1）研究员， 已经完成了他们的居住（MD & MD/PhD），（2）博士/博士后学员，（3）初级教师（定义 讲师或早期[<3年]助理教授，博士，医学博士或医学博士/博士），以及（4）本科和 研究生来自代表性不足的少数群体，他们参加了指导性的研究经验 在一个夏季学期或在一个研究区。该委员会的具体目标如下：1. 集合并提供持续的培训，以宾夕法尼亚大学的教师干部谁将担任导师和导师， REC学员; 2.实施结构化方法，以确定从研究员/博士到初级的受训人员 教师水平，并有针对性地努力确定本科生和研究生从代表性不足 少数民族; 3。提供培训，包括研究设计和进行，道德和社会 负责任的研究行为，多学科合作方法对AD研究的价值 和相关疾病，职业规划（包括工作与生活的平衡，领导力和目标设定），以及核心 写作和传播的研究技能; 4.使用教师和学员的评估来修改和 更新研究教育培训计划，注重培养下一代AD 研究人员、多样性以及学员职业生涯的短期和长期发展。