Sustainable Academic Capacity Building of Excellence through Research and Training Program (SACERT)

项目摘要 为响应PAR-18-901，我们通过以下途径提出可持续卓越学术能力建设 研究和培训(SACERT)计划。在两个美国和两个南非的领导下 经验丰富的首席调查员，SACERT的目标是增加及时进展，以完成 博士学位主要是在代表不足的博士前学生中获得，并改善教育和 南非12个参与机构的辅导环境。SACERT的重点是慢性应激和 非传染性慢性精神障碍，包括药物滥用、抑郁和创伤后应激 在整个生命过程中出现混乱。SACERT直接响应当前国家政府的培训计划 在心理健康领域处于博士论文阶段的博士前学生。我们特别关注 培养护理、社会工作、职业治疗、心理学、精神病学和 公共卫生领域通过A和B两条途径进行与心理健康相关的翻译研究。 我们将提供短期、中期和长期的研究培训，包括课程和研究 在加州大学洛杉矶分校接受为期3个月的强化驻校培训和长期指导(轨道A)，以及 在南非举办的年度讲习班(轨道B)。具体目标是：1)实施为期两年的 加州大学洛杉矶分校和南非为四名博士前学者提供的多学科培训计划(“Track A”，世卫组织 每年(累计n=16)将获得硕士学位，并提交经批准的论文提案)以：a)增强 他们在慢性应激和非传染性慢性精神健康障碍领域的研究技能，b) 在两年任期内支持他们的研究生产力，以及c)加强他们与 导师；2)实施包括年度虚拟和/或面对面单元研讨会的培训模式 目标1奖学金(n=4/年)和导师(n=4/年)以及其他将获得硕士和预科学位的学者 博士生(“轨道B”；n=36/年，为期四年；累计n=144)和教职员工(n=36/年)，主要 从历史上处于不利地位的大学，到：a)加强与慢性疾病相关的研究和指导技能 压力和非传染性慢性精神健康障碍，b)建立和维持一个支持性网络 主要在历史上处于不利地位的大学的学者和导师，以及c)传播 学者和导师对慢性应激和非传染性慢性心理健康的研究 精神障碍；3)为学者导师提供导师培训(n~16/年)：a)丰富导师-学者 DYAD，b)增加南非大学环境中的能力，以及c)促进我们的 研究指导模式；以及4)从以下方面评估这些培训和指导工作：a)时间 学位、与出版物和赠款提案有关的生产率；培训和指导的可持续性(跟踪 A)和b)获得的知识和技能(短期和长期)，以及对教育和指导的满意度 气候(跟踪A和B)。

Project Summary In response to PAR-18-901, we propose the Sustainable Academic Capacity Building for Excellence through Research and Training (SACERT) Program. Under the leadership of two US- and two South Africa-based highly experienced Principal Investigators, SACERT goals are to increase timely progression to completion of doctoral degree primarily among underrepresented pre-doctoral students, and to improve the educational and mentoring climates of 12 participating institutions in South Africa. The focus of SACERT is chronic stress and non-communicable chronic mental disorders including substance abuse, depression, and posttraumatic stress disorder across the life course. SACERT responds directly to current national governmental initiatives to train pre-doctoral students who are at the dissertation stage in the mental health field. We focus particularly on building capacity of scholars in the nursing, social work, occupational therapy, psychology, psychiatry, and public health fields to conduct translational mental health-related research via two pathways, Tracks A and B. We will provide short-, medium-, and long-term research training which includes coursework and research training in an intensive 3-month in-residence training at UCLA and a long-term mentorship (Track A), as well as annual workshops in South Africa (Track B). The Specific Aims are to: 1) Implement a two-year multidisciplinary training program at UCLA and in South Africa for four pre-doctoral Scholars (“Track A,” who will be post-master’s degree, with approved dissertation proposals) per year (cumulative n=16) to: a) enhance their research skills in the areas of chronic stress and non-communicable chronic mental health disorders, b) support their research productivity during the two-year tenure, and c) strengthen their relationships with mentors; 2) Implement a training model involving annual virtual and/or in-person modular workshops for the Aim 1 Scholars (n=4/year) and mentors (n=4/year) and additional Scholars who will be master’s and pre- doctoral students (“Track B”; n=36/year for four years; cumulative n=144) and faculty (n=36/year), primarily from historically disadvantaged universities, to: a) strengthen research and mentoring skills related to chronic stress and non-communicable chronic mental health disorders, b) build and sustain a supportive network of Scholars and mentors across primarily historically disadvantaged universities, and c) disseminate the results of Scholars’ and mentors’ research related to chronic stress and non-communicable chronic mental health disorders; 3) Provide mentorship training to Scholars’ mentors (n~16/year) to: a) enrich the mentor-scholar dyad, b) increase capacity in South African university environments, and c) promote sustainability of our research mentorship model; and 4) Evaluate these training and mentorship efforts with regard to: a) time to degree, productivity related to publications and grant proposals; sustainability of training and mentoring (Track A) and b) knowledge and skills gained (short- and long-term), and satisfaction with educational and mentoring climate (Tracks A & B).