K-12 Virtual Clinical Research Center & Medical Ignorance Exploratorium: Phase I+

K-12 虚拟临床研究中心

• 批准号: 7069378
• 负责人: MARLYS Hearst WITTE
• 金额: $ 27万
• 依托单位: UNIVERSITY OF ARIZONA
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-03-20 至 2011-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7069378
• 关键词: Internet; clinical research; community

DESCRIPTION (provided by applicant): Health literacy and science literacy have been placed at the top of the nation's health and education agendas. This public recognition of deficiencies and commitment to improve health/science education and innovation in schools and communities meshes with the NIH Roadmap and NCRR strategic plans to "reengineer the clinical research enterprise" including refueling the clinical researcher pipeline and enhancing public understanding of clinical research. Despite widespread recognition that scientific facts are "biodegradable" and medical science has a very long way to go, until we initiated the University of Arizona's Curriculum on Medical Ignorance (CMI), for medical and subsequently undergraduate and K-12 students (targeting disadvantaged populations), few had capitalized on the power of shifting the science/ medical education paradigm to focus on "what we know we don't know, don't know we don't know and think we know but don't"-the terrain of all learning and discovery (viz. in medicine, current and future clinical research). Nor had they experimented with authentic student-centered inquiry strategies to recognize and deal with scientific/ medical ignorance by valuing Questions, Questioning, and Questioners (the 3Qs or Q3) alongside the 3Rs or R3 (i.e., presenting the scientific/clinical puzzles before today's facts/answers). In this Phase I & II SEPA proposal, we plan, in a stepwise fashion, to introduce a broadband Internet-based Arizona-wide and then national K-12 audience to 1) the first ever Virtual Clinical Research Center (VCRC) and 2) the Medical Ignorance Exploratorium, where students can become skilled "Questionators," surf resources and both query and navigate expanding "Isles of Medical Ignorance" as members of clinical/translational research teams. Through established and emerging multi-institutional/organizational partnerships and Arizona's internationally recognized Telemedicine Program, VCRC and the Medical Ignorance Exploratorium will create progressive live and Internet-based age-appropriate and culture-sensitive collaborative experiences, spanning clinical research topics (few of which are currently included in K-12 science curriculum) from artificial hearts to breast cancer to gene therapy. These will be designed to engage and progressively involve the learner in the diverse multidisciplinary Teams, complex Technologies, and bench<->bedside<-"community Translation (3Ts or T3) investigating the questions that generate the heartbeat of the global, including NIH-funded, clinical research enterprise. The 3-stage project evaluation model will focus on 1) design-test->refine; 2) implement-"test->refine; and 3) disseminate->test, incorporating evaluations of both process and outcome using an experimental model assessing dose-response relationships and mediators and moderators of success and effectiveness both short- and long-term. Thus, the K-12 Virtual Clinical Research Center and Medical Ignorance Exploratorium aim to show the K-12 community how current medical ignorance fuels the questions, questioning and questioners that energize the clinical research enterprise. Further, showcasing clinical research and clinical research teams in this collaborative, inquiry-driven, Internet-based environment should further the NIH Roadmap by recruiting and assembling the diverse clinical research teams of the future, forging the complex infrastructure for new pathways of discovery, and educating the public about clinical research, thereby facilitating the translation of basic science advances from bench to bedside to community.

描述(由申请人提供)： 健康素养和科学素养已被放在国家健康和教育议程的首位。这种公众对不足的认识以及改善学校和社区健康/科学教育和创新的承诺与美国国立卫生研究院路线图和NCRR的战略计划相吻合，该战略计划旨在“重新设计临床研究企业”，包括为临床研究人员管道加油，并增强公众对临床研究的理解。尽管人们普遍认为科学事实是“可生物降解的”，医学科学还有很长的路要走，但在我们发起亚利桑那大学医学无知课程(CMI)之前，很少有人利用这种改变科学/医学教育范式的力量，将重点放在“我们知道我们不知道的东西，不知道我们不知道的东西，以及认为我们知道但不知道的东西”--所有学习和发现的领域(即，学习和发现的领域)。在医学、当前和未来的临床研究中)。他们也没有试验过真正的以学生为中心的探究策略，通过评估问题、提问和提问者(3R或Q3)(即在今天的事实/答案之前展示科学/临床难题)来识别和处理科学/医学无知。在这个第一阶段和第二阶段的SEPA提案中，我们计划以一种循序渐进的方式，在亚利桑那州范围内引入基于宽带互联网的K-12受众，然后在全国范围内向1)第一个虚拟临床研究中心(VCRC)和2)医学无知探索馆，在那里学生可以成为熟练的“问答者”，浏览资源，并作为临床/翻译研究团队的成员查询和导航不断扩大的“医学无知之岛”。通过建立和新兴的多机构/组织合作伙伴关系和亚利桑那州国际公认的远程医疗计划，VCRC和医学无知探索将创造不断进步的现场和基于互联网的、适合年龄和文化的协作体验，涵盖从人工心脏到乳腺癌再到基因治疗的临床研究主题(目前很少包括在K-12科学课程中)。这些课程旨在让学员参与并逐步参与不同的多学科团队、复杂技术和BEASE&lt；-&gt；床边&lt；-“社区翻译(3TS或T3)，调查那些引起全球(包括NIH资助的)临床研究企业心跳的问题。3阶段项目评估模式将侧重于1)设计-测试--改进；2)实施--“测试-改进；以及3)传播-测试，利用评估剂量-反应关系以及短期和长期成功和有效性的调解人和调解人的实验模型，纳入对过程和结果的评估。因此，K-12虚拟临床研究中心和医学无知探索中心旨在向K-12社区展示当前的医学无知是如何助长问题、质疑和提问者的，这些问题和提问者激发了临床研究事业。此外，在这种协作、调查驱动、基于互联网的环境中展示临床研究和临床研究团队，应该通过招募和组装未来多样化的临床研究团队，为新的发现途径打造复杂的基础设施，并教育公众关于临床研究，从而促进基础科学进展从工作台到床边到社区的转化，从而促进NIH路线图。