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

K-12 虚拟临床研究中心

• 批准号: 7210736
• 负责人: MARLYS Hearst WITTE
• 金额: $ 26.22万
• 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/7210736
• 关键词: Acquired Immunodeficiency Syndrome; Age; Arizona; Artificial Heart; Arts; Awareness; Basic Science; Clinical; Clinical Research; Collaborations; Communication; Communities; Complex; Curiosities; Deposition; Destinations; Disadvantaged; Dose; Educational Curriculum; Educational process of instructing; Effectiveness; Environment; Evaluation; Experimental Models; Funding; Future; General Population; Health Sciences; Health education; Human; Hybrids; Internet; Knowledge; Laboratories; Learning; Libraries; Life; Link; Measures; Mediator of activation protein; Medical; Medical Education; Medical center; Medicine; Mentors; Modeling; Museums; National Center for Research Resources; Outcome; Ownership; Pathway interactions; Patients; Performance; Phase; Population; Population Heterogeneity; Process; Recruitment Activity; Research Infrastructure; Research Personnel; Resources; Rewards; Schools; Science; Staging; Strategic Planning; Students; Technology; Telemedicine; Testing; Thinking; Today; Translational Research; Translations; United States National Institutes of Health; Universities; Vision; base; bench to bedside; design; experience; forging; gene therapy; health literacy; human disease; improved; innovation; interest; literacy; malignant breast neoplasm; member; multidisciplinary; novel; outreach; peer; programs; prototype; research study; response; science education; skills; social; success; teacher; tool; virtual

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）： 卫生知识和科学知识已被置于国家卫生和教育议程的首位。这种对缺陷的公开承认和改善学校和社区健康/科学教育和创新的承诺与NIH路线图和NCRR战略计划相吻合，以“重新设计临床研究企业”，包括为临床研究人员管道加油，并提高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，直到我们为医学和随后的本科生和K-12学生启动了亚利桑那大学的医学无知课程（CMI）。（针对弱势群体），很少有人利用改变科学/医学教育范式的力量，把重点放在“我们知道我们不知道，不知道我们不知道，认为我们知道，但不”-所有学习和发现的领域（即在医学，当前和未来的临床研究）。他们也没有尝试过真正的以学生为中心的探究策略，通过重视问题、提问和提问者（3Q或Q3）以及3R或R3（即，在今天的事实/答案之前提出科学/临床难题）。在这个第一阶段和第二阶段SEPA提案中，我们计划逐步将基于宽带互联网的亚利桑那州乃至全国K-12观众引入1）有史以来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“专家”，“冲浪资源和查询和导航扩展“医学无知的岛屿”作为临床/翻译研究团队的成员。通过建立和新兴的多机构/组织的合作伙伴关系和亚利桑那州的国际公认的远程医疗计划，VCRC和医学无知探索馆将创建渐进的现场和基于互联网的年龄和文化敏感的合作经验，跨越临床研究课题（其中一些是目前包括在K-12科学课程）从人工心脏到乳腺癌基因治疗。这些将被设计为参与并逐步参与学习者在不同的多学科团队，复杂的技术，和板凳<->床旁&lt;-“社区翻译（3 Ts或T3）调查的问题，产生全球的心跳，包括NIH资助的，临床研究企业。3阶段项目评价模式将侧重于：1）设计-测试-&gt;完善; 2）实施-“测试-&gt;完善; 3）传播-&gt;测试，使用评估剂量-反应关系的实验模型以及短期和长期成功和有效性的中介和调节因素，对过程和结果进行评价。因此，K-12虚拟临床研究中心和医学无知探索馆旨在向K-12社区展示当前的医学无知如何激发激发临床研究企业的问题，质疑和提问者。此外，展示临床研究和临床研究团队在这种协作，调查驱动，基于互联网的环境应该进一步通过招募和组装未来的不同临床研究团队，锻造复杂的基础设施，新的发现途径，并教育公众关于临床研究，从而促进基础科学进步的翻译从实验室到床边到社区。