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

K-12 虚拟临床研究中心

• 批准号: 7892101
• 负责人: MARLYS Hearst WITTE
• 金额: $ 19.63万
• 依托单位: UNIVERSITY OF ARIZONA
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-08-13 至 2011-08-12
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7892101
• 关键词: 12; Virtual; Clinical; Research; Center

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 under- graduate 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 Q ) 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<-¿communityTranslation (3Ts or T3) investigating the questions that generate the heartbeat of the global, including Nffl-funded, clinical research enterprise. The 3-stage project evaluation model will focus on 1) design¿Kest¿>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 ClinicalResearch 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.

健康素养和科学素养已被置于国家健康和教育议程的首位。这 公众认识到缺陷并致力于改善学校和学校的健康/科学教育和创新 社区与 NIH 路线图和 NCRR 战略计划相结合，“重新设计临床研究企业” 包括补充临床研究人员队伍和提高公众对临床研究的理解。尽管 人们普遍认识到科学事实是“可生物降解的”，而医学还有很长的路要走，直到我们 发起了亚利桑那大学的医学无知课程（CMI），针对医学和随后的不足 研究生和 K-12 学生（针对弱势群体），很少有人利用了改变现状的力量 科学/医学教育范式关注“我们知道我们不知道的东西，不知道我们不知道的东西并思考” 我们知道但不知道“所有学习和发现的领域（即医学、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来识别和处理科学/ 通过重视问题、质疑和提问者（3Q 或 Q）以及 3R 或 R3（即， 在今天的事实/答案之前提出科学/临床难题）。在第一阶段和第二阶段 SEPA 提案中，我们计划 逐步时尚，在亚利桑那州范围内引入基于宽带互联网的宽带互联网，然后向全国 K-12 受众介绍 1) 第一个 虚拟临床研究中心 (VCRC) 和 2) 医学无知探索馆，学生可以在其中 成为熟练的“提问者”，浏览资源并查询和导航不断扩大的“医学无知岛” 临床/转化研究团队的成员。通过已建立和新兴的多机构/组织 合作伙伴关系以及亚利桑那州国际公认的远程医疗计划、VCRC 和 Medical Ignorance Exploratorium 将创建先进的现场直播和基于互联网的适合年龄和文化敏感的协作 经验，涵盖临床研究主题（其中很少有目前包含在 K-12 科学课程中） 人造心脏、乳腺癌、基因治疗。这些旨在吸引并逐步让学习者参与进来 在不同的多学科团队、复杂的技术和工作台<->床边<-¿社区翻译（3T 或 T3) 调查引起全球关注的问题，包括 Nffl 资助的临床研究 企业。三阶段项目评估模型将重点关注1）设计“Kest”>细化； 2）实施“测试”>细化；和 3）传播测试，使用实验模型评估结合过程和结果的评估 剂量反应关系以及短期和长期成功和有效性的调节因素和调节因素。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 社区展示如何 当前的医学无知助长了疑问、质疑和质疑者，从而为临床研究事业注入了活力。 此外，在这个协作的、探究驱动的、基于互联网的项目中展示临床研究和临床研究团队 环境应通过招募和组建不同的临床研究团队来进一步推进 NIH 路线图 未来，为新的发现途径打造复杂的基础设施，并对公众进行临床教育 研究，从而促进基础科学进步从实验室到临床到社区的转化。