Research Education Core

研究教育核心 项目概要/摘要 波多黎各大学 (UPR) 建立了强大的癌症教育计划， U54 癌症研究卓越合作伙伴关系。该研究教育核心 (REC) 建立在 UPR与德克萨斯大学MD安德森癌症中心之间的长期合作 (MDACC) 和 MD 安德森 UTHealth 生物医学科学研究生院 (GSBS)。主要目标 REC 的目标是增加各个教育级别的西班牙裔学生的数量，致力于从事以下职业： 癌症研究和癌症医学，新的重点是感染驱动的恶性肿瘤。波多黎各人 携带着由感染引起的恶性肿瘤的不成比例的负担，例如胃癌和肝癌以及HPV- 相关恶性肿瘤，包括宫颈癌和阴茎癌。此外，PR 还承担着不成比例的 HIV 负担。 感染者，感染引起的恶性肿瘤的风险也增加。拟议的教育 该计划将建立在两个机构现有的癌症教学课程和研究经验的基础上， 制定和实施以感染引起的恶性肿瘤为重点的教学和研究课程。安 该课程的重要新组成部分将是实施双学位医学博士/公共卫生硕士课程，通过 UPR 医学院 (UPRSOM) 和德克萨斯大学公立学院之间的联合协议 健康（UTSPH）。最初，该项目将接受一名学生，目标是每个项目至少接受 2 名学生 年。 MD/MPH 项目以非常成功的合作伙伴 MD/PhD 项目为蓝本：目前 7 学生已完成两个学位并正在寻求住宿和奖学金，所有这些都与癌症有关； 8 目前的学生处于医学博士/博士课程的不同阶段。该计划将在续订中继续 3 每年录取的学生人数而不是 2 名。MD/PhD 学生和校友发表了 38 篇与癌症相关的文章 论文2人，培训期间获得奖学金3次。每年招收本科生10名，博士预科生5名 学生（MS、PhD、MD、DrPH、PharmD）和 1 名博士后学习者将有机会从事 在 MD 安德森大学世界知名教师的指导下开展癌症研究项目。学生来自任何 11 个 UPR 校区均可参加。确保课程质量并避免拟议中的冗余 扩大课程后，我们将任命一个正式的合作癌症课程委员会来监督 建立一个综合的、有凝聚力的癌症课程。委员会成员将包括以下机构的共同领导人 既定核心成员、IAC 主席以及新科学传播 (SciCom) 部门的领导者。在 总之，这个研究教育核心建立在过去的成功基础上，并提出了新的和创新的建议 解决波多黎各及其他地区严重健康差距的教育工作。对双方合作都有利 成功实施综合课程、开发和参与所表明的机构 在暑期项目中，参与校园赞助的研究经验和科学合作 共同撰写的出版物和少数族裔补充赠款证明了这一点。

RESEARCH EDUCATION CORE PROJECT SUMMARY/ABSTRACT The University Of Puerto Rico (UPR) has established a strong Education Program in Cancer, leveraged by the U54 Partnership for Excellence in Cancer Research. This Research Education Core (REC) is built upon that base and the long-term collaboration between the UPR, the University of Texas MD Anderson Cancer Center (MDACC) and the MD Anderson UTHealth Graduate School of Biomedical Sciences (GSBS). The primary goal of the REC is to increase the number of Hispanic students, at all educational levels, committed to careers in cancer research and cancer medicine, with a new emphasis on infection-driven malignancies. Puerto Ricans carry a disproportionate burden of infection-driven malignancies, such as stomach and liver cancer, and HPV- related malignancies, including cervical and penile cancer. In addition, PR has a disproportionate burden of HIV- infected individuals, who also have an increased risk of infection-driven malignancies. The proposed educational program will build on the existing cancer curriculum of didactic and research experiences at both institutions, by developing and implementing a didactic and research curriculum focused on infection-driven malignancies. An important new component of this curriculum will be the implementation of a dual-degree MD/MPH track, through a joint agreement between the UPR School of Medicine (UPRSOM) and the University of Texas School of Public Health (UTSPH). Initially the program will accept one student with the goal of accepting at least 2 students per year. The MD/MPH program is modeled after the highly successful Partnership MD/PhD program: currently 7 students have completed both degrees and are pursuing residences and fellowships, all related to cancer; 8 current students are at various stages of the MD/PhD program. This program will continue in the renewal with 3 students accepted per year rather than 2. The MD/PhD students and alumni have published 38 cancer-related papers and 2 were awarded 3 scholarships during their training. Each year 10 undergraduates, 5 pre-doctoral students (MS, PhDs, MDs, DrPHs, PharmDs), and 1 post-doctoral learner will have the opportunity to work on cancer research projects under the guidance of world-renowned faculty at MD Anderson. Students from any of the 11 UPR Campuses may participate. To ensure course quality and avoid redundancies in the proposed expanded curriculum, we will appoint a formal Partnership Cancer Curriculum Committee to oversee the establishment of an integrated, cohesive cancer curriculum. Committee members will include co-leaders of the established cores, the Chair of the IAC, and the leader of the new Scientific Communication (SciCom) unit. In conclusion, this Research Education Core builds on the successes of the past and proposes new and innovative educational efforts that address critical health disparities in Puerto Rico and beyond. It benefits both partnership institutions as shown by the successful implementation of integrated curricula, development of and participation in summer programs, participation in on-campus sponsored research experiences, and scientific collaboration among faculty and trainees, as evidenced by co-authored publications and minority supplement grants.