Design of New Clinical Research Training Program

描述：陈述应用的广泛、长期目标和具体目标，参考项目的健康相关性。准确地描述 研究设计和实现这些目标的方法。避免总结过去的经验和使用第一人称。这一建议旨在 在与应用程序分开时，作为建议工作的简洁和准确的说明。如果申请得到资助，本说明将 成为公共信息。因此，不包括专有/机密信息D。不超过所提供的空间。 匹兹堡大学K-30申请的初始资金导致了我们临床研究的发展 培训计划（CRTP），已成为匹兹堡大学临床研究的重要基础。 我们已经培训了68名参与者，另有43人参加了通过CRTP开发的课程。这些 这些学员的经验和反馈构成了我们竞争性续约的基础， CRTP计划通过以下具体目标： 目标1）扩大和加强获得CRTP培训计划。我们目前的计划是针对初级 教师和研究员。然而，受训者可能会更早地做出关于职业道路的决定，并且可能会失去临床 研究社区。因此，我们将为住院医师制定临床研究培训计划（临床研究区域 在ACGME批准的住院医师范围内），并为医学生制定临床研究计划， 临床科学家培训计划（CSTP）。CSTP将招收10名学生在一个为期五年的计划和额外的4名居民将 每年都被CRTP录取。此外，为了确保所有级别的学员都能参加我们的课程， 不同的临床职责，并使学员能够继续学习，而非现场，我们将开发一系列的网络， 基础课程，提供课程的组成部分，可以在不同的时间和个性化的步伐。 目标2）扩大和加强CRTP课程，以满足快速变化的临床研究培训需求。一 我们的计划的成功组成部分一直是我们的能力，开发和修改课程，以回应学员 这些机制将得到加强和正规化。根据学员目前的反馈， 从我们的课程咨询委员会，并与NIH路线图的建议一致，我们将制定一个 在translational research中。这条轨道将提供必要的技能和知识，以促进多学科和跨学科 合作是必不可少的转化研究，并将促进科学发现的运动，以临床 实践 目标3）制定一个正式的培训计划。导师在培养新的调查人员方面发挥着关键作用，我们计划 通过开展培训和教育活动，大力加强我们的辅导活动， 指导者和被指导者，监测指导活动，并制定机制，在 发现问题 地点（组织、城市、州） 匹兹堡大学，宾夕法尼亚州匹兹堡 关键人员。参见说明书第11页。根据需要使用续页，以下列格式提供所需信息。 名称组织在项目中的角色 Wishwa N. Kapoor，MD，MPH匹兹堡大学董事 罗伯特分支匹兹堡大学联合主任 马克·罗伯茨匹兹堡大学联合主任 Jennifer Grandis匹兹堡大学翻译课程主任 琼·M匹兹堡大学Lakoski导师项目主任 詹姆斯B。McGee University of Pittsburgh基于网络的课程主任 大卫巴纳德匹兹堡大学课程委员会成员 Joyce Chang匹兹堡大学课程委员会成员 Doris鲁比奥匹兹堡大学数据管理总监 PHS 398（Rev. 5/95）BB页 数字在申请表的最下面。不要使用suffixessuchas 3a。3b. 主要研究者/项目负责人（最后一名、第一名、中间名）： 主要研究者/项目负责人的姓名必须在打印页和续页的顶部提供。 研究资助

DESCRIPTION:Statetheapplicationsbroad,long-termobjectivesand specificaims,makingreferenceto thehealthrelatednessof the project. Describeconcisely the researchdesignand methodsfor achievingthesegoals.Avoidsummariesof pastaccomplishmentsandthe useof the firstperson.Thisdescriptionis meantto serve as a succinctand accuratedescriptionof the proposedworkwhenseparatedfromtheapplication. Ifthe applicationis funded, thisdescription,as is,will becomepublicinformationT. herefore,donotincludeproprietary/confidentiailnformationD.ONOTEXCEEDTHESPACEPROVIDED. The initial funding of the University of Pittsburgh's K-30 application resulted in the development of our Clinical Research Training Program (CRTP), which has become an important foundation for clinical research at the University of Pittsburgh. We have trained 68 participants and 43 other individuals have participated in courses developed through the CRTP. These experiences and the feedback from these trainees form the basis for our competitive renewal, which seeks to enhance the CRTP program through the following specific Aims: Aim 1) Expand and enhance access to the CRTP training program. Our current program is directed toward junior faculty and fellows. However, trainees may make decisions regarding career paths earlier, and may be lost to the clinical research community. Therefore, we will develop clinical research training programs for residents (a clinical research tract within the context of ACGME approved residencies) and develop a clinical research program for medical students, the Clinical Scientist Training Program (CSTP). CSTP will enroll 10 students in a five year program and additional 4 residents will be accepted into CRTP per year. Additionally, in order to assure access to our programs for trainees of all levels and with different clinical responsibilities, and to enable trainees to continue to learn while offsite, we will develop a series of web- based courses that offer components of the curriculum that can be taken at various times and at an individualized pace. Aim 2.) Expand and enhance the CRTP curriculum to meet rapidly changing clinical research training needs. One of the successful components of our program has been our ability to develop and modify courses in response to trainee needs, and these mechanisms will be enhanced and formalized. Based on current feedback from trainees, strong support from our curriculum advisory committee and consistent with the recommendations of the NIH Roadmap, we will develop a tract in translational research. This track will provide skills and knowledge necessary to promote multi- and inter-disciplinary collaborations that are essential to translational research and will enhance the movement of scientific discovery to clinical practice. Aim 3.) Develop a formal menmring program. Mentors play a pivotal role in developing new investigators, and we plan to devote extensive efforts to strengthening our mentoring activities by developing training and educational activities for both mentors and mentees, monitoring of mentoring activities, and developing mechanisms to intervene early when problems are identified PERFORMANCESITE(S) (organization,city, state) University of Pittsburgh, Pittsburgh, PA KEY PERSONNEL. See instructionosn page11. Use continuationpages as neededto providethe requiredinformation inthe format shown below. Name Organization Role in Project Wishwa N. Kapoor, MD, MPH University of Pittsburgh Director Robert Branch University of Pittsburgh Co-Director Mark Roberts University of Pittsburgh Co-Director Jennifer Grandis University of Pittsburgh Translational Track Director Joan M. Lakoski University of Pittsburgh Mentoring Program Director James B. McGee University of Pittsburgh Web-based Curriculum Director David Barnard University of Pittsburgh Curriculum Committee Member Joyce Chang University of Pittsburgh Curriculum Committee Member Doris Rubio University of Pittsburgh Data Management Director PHS 398 (Rev. 5/95) Page BB Numberoaaesconsecutivelyat the bottomthrouahoutthe aoolication. Donot usesuffixessuchas 3a. 3b. Principal Investigator/Program Director (Last, First, Middle): The name of the principal investigator/program director must be provided at the top of each printed page and each continuation page. RESEARCH GRANT