Research Education and Training Core

摘要：研究性教育核心(REC) 芝加哥亚洲RCMAR-研究和教育核心(REC)的目标是增加 来自代表性不足人群的成功跨学科研究人员准备进行翻译 创伤和复原力研究，重点是亚裔美国老年人。该中心与 REC将提供一个丰富的环境，培养以下学者：1)了解生物、社会- 文化、心理和行为科学，特别强调关于 在个人或群体一级采取行动，重点关注亚洲老年人的创伤和相关后果； 以及2)可以进行创新的先导研究，最终形成未来少数族裔老龄化研究的基础 旨在改善老年人的生活和机构适应我们的需求的能力 老龄化的社会。 为了实现这一目标，区域经济委员会将与行政核心充分协调，并完成以下工作 具体目标：1)建立各种学者的研究能力，重点关注翻译创伤和 复原力研究和与知名研究科学家的合作努力；2)指导和培训RCMAR 促进学者发展的培育、协作和跨学科环境中的学者 与同事和导师合作；3)在5年内征集和遴选最多20名学者进行 创伤和复原力研究的机制、行为和社会方面；4)跟踪和评估成功 利用迭代评估程序开发新的研究路线；以及5)建立机构 可持续发展，因此RCMAR培训支持合作伙伴关系，并创建新的和持续的管道 研究建立创伤知情护理的科学和实践。 为实现成功的学者开发和相关的成功、创新的先导研究，REC 将实施为期两年的培训计划，包括以下相互关联的部分：正式培训、试点 资助金/出版技能、资助金技能和社区/卫生政策经验。为期两年的培训 该计划将包含为期一年的试点项目，将：1)允许我们的RCMAR学者不仅有时间 了解与他们自己的试点相关但也与更广泛领域相关的互联内容；2)增加 有计划的指导时间来磨练职业发展、资质和手稿技能；以及3)增加 学者所连接的专业、同行和社区合作伙伴网络。这些要素包括 我们的培训计划是根据我们的REC领导人数十年来指导少数族裔和 在整个科学劳动力管道中，实习生和教职员工的代表性不足。我们的最后一个创新方面 Rec和Center是我们已经组装并提供的最大的存储库之一 亚洲人群健康结果数据集，供学者先导研究。

Abstract: Research Education Core (REC) The goal of the Chicago Asian RCMAR – Research and Education Core (REC) is to increase the number of successful interdisciplinary researchers from underrepresented populations prepared to conduct translational trauma and resilience research focusing on Asian American older adults. The Center in conjunction with the REC will provide an enriched environment that develops Scholars who: 1) understand the biological, social- cultural, psychological, and behavioral sciences with a specific emphasis on knowledge about mechanisms of action underlying trauma and related outcomes at the individual or population level, focusing on Asian elders; and 2) can conduct innovative pilot research that forms the basis for future minority aging research, ultimately designed to improve the lives of older persons and the capacity of institutions to adapt to the needs of our graying society. To achieve this goal, the REC will be fully coordinated with the Administrative Core and accomplish these specific aims: 1) Build research capacity of a diverse group of scholars focused on translational trauma and resilience research and collaborative efforts with established research scientists; 2) Mentor and train RCMAR scholars in a nurturing, collaborative, and interdisciplinary environment that encourages scholar development in collaboration with colleagues and mentors; 3) Solicit and select up to 20 scholars over 5 years to conduct mechanistic, behavioral, and social aspects of trauma and resilience research; 4) Track and evaluate success of Scholars to develop new lines of research using an iterative evaluation process; and 5) Build institutional sustainability so this RCMAR training supports partnerships and creates a pipeline of new and continued research to build the science and practice of trauma-informed care. To achieve the successful Scholar development and related successful, innovative pilot research, the REC will implement a 2-year training program with these inter-related components: Formal Training, Pilot Grant/Publication Skills, Grantsmanship Skills, and a Community/Health Policy Experience. The 2-year training program, which will contain the 1-year pilot project, will: 1) allow our RCMAR Scholars the time to not only learn interconnected content that is relevant to their own pilot but also to the broader field; 2) increase structured mentored time to hone career development, grantsmanship, and manuscript skills; and 3) increase the professional, peer, and community partner networks to which Scholars are connected. Such elements of our training program are tailored to our REC leader's decades-long experience mentoring minority and underrepresented trainees and faculty across the science workforce pipeline. A final innovative aspect of our REC and Center is that we have assembled and made available one of the largest repositories of large datasets on Asian populations health outcomes for scholar pilot research.