UNC Clinical Translation Science Award-K12 Scholars Program (KL2)

北卡罗来纳大学临床翻译科学奖 - K12 学者计划 (KL2)

• 批准号: 8260400
• 负责人: MARSCHALL S. RUNGE
• 金额: $ 225.61万
• 依托单位: UNIV OF NORTH CAROLINA CHAPEL HILL
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-05-19 至 2013-10-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8260400
• 关键词: Award; Basic Science; Caring; Charge; Clinical; Clinical Oncology Supplement (K12); Clinical Pathways; Clinical Research; Clinical Sciences; Commit; Communities; Community Physician; Development; Discipline; Disincentive; Educational Activities; Educational Curriculum; Educational Models; Educational process of instructing; Educational workshop; Ensure; Environment; Faculty; Fostering; Funding; Funding Agency; Future; Goals; Grant; Home environment; Hybrids; Individual; Institutes; Institution; Institutional Policy; Interdisciplinary Study; K-Series Research Career Programs; Knowledge; Laboratories; Leadership; Link; Medical; Mentors; Methodology; Metric; Mission; Modeling; NCI Scholars Program; North Carolina; Participant; Policies; Population; Private Sector; Process; Research; Research Infrastructure; Research Personnel; Research Support; Research Training; Resources; Rewards; Role; Schools; Science; Scientist; Secure; Side; Structure; Students; Training; Training Programs; Training and Education; Translating; Translational Research; Translations; United States National Institutes of Health; Universities; Work; bench to bedside; career; career development; clinical practice; design; experience; innovation; member; novel; peer; population based; programs; research and development; skills; success

UNC-CH has created an environment in which the training and career development of junior investigators is a very high priority. In the last 10 years, support from the NIH (K30, 53 T32s, and 6 K12s) as well as from a variety of other funding sources has allowed us to establish a career development program that has been employed as a template for the creation of similar programs at other institutions. Our commitment to young investigators is evident in the recruitment and retention of stellar junior scientists, many of whom have gone on to secure mentored K awards (25 K01s, 18 K08s, and 23 K23s). In addition, junior faculty members from UNCCH have received 5 of the 100 K99/ROO grants awarded by the NIH during the past year. Much of this success is attributable to the Office of Research and Career Development, an entity established to support the careers of our junior investigators. Indeed, this Office has become a model for many of our peer institutions. Despite the success we have enjoyed to date, it has become quite clear that if we are to fulfill the mission of both the NIH Roadmap and the TraCS Institute (i.e., accelerating the translation of scientific discoveries from the laboratory to the bedside and then on to the community), we must create a hew training model, one that breaks down the existing single-discipline silo structure, diversifies our research teams, and redefines our traditional metrics of success. We must expand the number and diversity of trainees, drawing individuals from a variety of disciplines, academic levels (undergraduates through faculty), types of science (basic, clinical, population-based), roles on the team (leader, co-investigator, project manager), and venues (UNC-CH, other universities in the state, the community, the private sector). Only in an environment where the educational culture is already quite mature could such a radical institutional aim (i.e., creating truly modern hybrid research teams fully committed to translating scientific discovery),be proposed. The CTSA Roadmap, with the goal of moving new discoveries from the laboratory bench to the bedside and ultimately into clinical practice, presents an opportunity to transform our educational model in novel ways. The goal of this Education, Training, and Career Development (ETCD) Core is to reinvigorate and redirect our current transformational wave by establishing within the TraCS Institute a centralized administrative home for the training and career development of clinical and translational researchers. Under the aegis of this interdisciplinary multi-school institute, we are proposing a variety of new strategies that are designed to train research professionals who are fully committed to clinical and translational research and who can bridge the divide between basic and clinical discovery. Our Core will then help to assemble them into the interdisciplinary research teams that will utilize the resources of the TraCS Institute to pursue the hybrid science that is so . critical if we are to make scientific discovery a tangible part of medical care.

UNC-CH创造了一个初级调查员培训和职业发展的环境 非常高的优先级。在过去的10年里，来自NIH（K30，53 T32和6 K12）以及来自 各种其他资金来源使我们能够建立一个职业发展计划， 作为其他机构创建类似方案的模板。我们对年轻人的承诺 在招募和留住恒星初级科学家方面，调查人员的作用是显而易见的，其中许多人已经继续从事研究工作。 获得辅导K奖（25 K 01，18 K 08和23 K23）。此外，卫生协调委员会的初级教员 在过去的一年里，他们获得了NIH授予的100项K99/ROO赠款中的5项。这种成功的大部分 是由于研究和职业发展办公室，一个实体成立，以支持职业 我们的初级调查员事实上，该办公室已成为我们许多同行机构的典范。 尽管我们迄今为止取得了成功，但很明显，如果我们要完成以下使命， NIH路线图和TraCS研究所（即，加速科学发现从 实验室到床边，然后到社区），我们必须创造一个新的培训模式， 打破了现有的单一学科筒仓结构，多样化我们的研究团队，并重新定义我们的 传统的成功标准。我们必须扩大受训人员的数量和多样性， 各种学科，学术水平（本科生到教师），科学类型（基础，临床， 基于人口）、团队中的角色（领导者、合作研究者、项目经理）和场地（UNC-CH、其他 国家、社区、私营部门的大学）。只有在一个教育环境中， 文化已经相当成熟，这种激进的制度目标（即，创造真正现代的杂交研究 团队完全致力于翻译科学发现）。 CTSA路线图的目标是将新发现从实验室工作台转移到床边， 最终进入临床实践，提供了一个机会，以新的方式改变我们的教育模式。的 这个教育，培训和职业发展（ETCD）核心的目标是重振和重新定向我们的 通过在TraCS研究所内建立一个集中的管理中心， 临床和转化研究人员的培训和职业发展。在这一庇护下， 跨学科多学校学院，我们提出了各种新的战略，旨在培养 研究专业人员谁完全致力于临床和转化研究，谁可以桥梁 分为基础和临床发现。然后，我们的核心将帮助将它们组装成跨学科的 研究团队将利用TraCS研究所的资源来追求混合科学。 如果我们想让科学发现成为医疗保健的一个有形部分，这一点至关重要。