Translating Translation and Scientific Questioning in the Global K-12 Community

全球 K-12 社区中的翻译和科学提问

• 批准号: 8515543
• 负责人: FRANCISCO A R GARCIA
• 金额: $ 25.43万
• 依托单位: UNIVERSITY OF ARIZONA
• 依托单位国家: 美国
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-08-01 至 2017-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8515543
• 关键词: Attitude; Awareness; Back; Basic Science; Behavior; Biomedical Research; Brain; Clinical; Clinical Investigator; Clinical Research; Clinical and Translational Science Awards; Collaborations; Communication; Communities; Complex; Curiosities; Decision Making; Development; Disadvantaged; Dose; Education; Educational Curriculum; Educational Intervention; Environment; Evaluation; Faculty; Feedback; Foundations; Funding; Future; General Population; Habits; Hand; Health; Health Sciences; Home environment; Institutes; International; Internet; Knowledge; Laboratories; Language; Leadership; Learning; Life; Link; Medical; Medical Research; Medicine; Mentors; Mind; Modeling; Motivation; Multimedia; Nature; Octanes; Online Systems; Outcome; Ownership; Participant; Pathway interactions; Patients; Phase; Plug-in; Process; Research; Research Infrastructure; Research Personnel; Schools; Science; Scientist; Site; Social Network; Students; Technology; Testing; Thinking; Time; Training; Translating; Translational Research; Translations; Uncertainty; United States National Institutes of Health; base; bench to bedside; biomedical scientist; career; clinical care; data acquisition; design; empowered; experience; forging; high school; human disease; improved; interest; literacy; model design; novel; outreach; peer; programs; role model; self-renewal; skills; social; teacher; tool; translational medicine; virtual

DESCRIPTION (provided by applicant): Recent NIH initiatives target reengineering clinical research, fueling a diverse workforce, and improving health/ science literacy, to accelerate "translation" of discoveries from "bench to bedside to community." Key to "translating translation" is introducing the "language of medicine" to the K-12 community and public; and raising awareness of the transiency of biomedical "knowledge", social aspects of the scientific enterprise; and uncertainty in decision-making, i.e., preparing students for an unpredictable future. With broadband Internet connectivity widely available, this NIH-SEPA proposal, from an experienced team of translational scientists devoted to outcomes-oriented educational interventions for disadvantaged students, leverages a broad infrastructure of programs, people, and partnerships. The unique centerpiece is the Virtual Clinical Research Center/Questionarium (VCRC/Q) web-based platform, 5 years in development, designed to expand real-life "place-based seat-timed" K-12 school experiences. To exploit VCRC/Q's potential as a customizable bi- directional "learning grid" linking scientists with K-12 students/ teachers in a global "learnig community", our specific aims (SA) are; 1) implement, scale and network the VCRC/Q Platform to facilitate communication among Clinical Translational Science Awards/Clinical Research Centers, SEPA projects, K-12 schools, and the public; 2) assemble, integrate and test a customizable inquiry-based "Translating Translation" core curriculum targeting high school students on VCRC/Q or face-to-face in classrooms/labs by trained teachers to excite, motivate, and educate young minds about the adventure and opportunities in biomedical research. "Translating Translation" will introduce medical language and showcase NIH research and diverse experts/ peer-near peer role models in a paradigm shift emphasizing the dynamic imbalance between medical "knowledge" - the "known" (unquestioned answers) and medical "ignorance" (unanswered questions: what we know we don't know, don't know we don't know, and think we know but don't) - the "unknown"; and 3) incorporate platform and curriculum into a robust self-renewing career pipeline with multiple entry points to nurture a growing cadre of diverse young scientist-leaders by bridging progressive summer and year-round "hands on-brain on" research experiences modeled after our long-standing introductory Summer Institute on Medical Ignorance (~500 disadvantaged high school student alumni). SA3 will feature a "high octane" pathway for entry-level student scientists closely mentored in team-oriented laboratory/ clinical research and leadership and "low octane" and "self-serve" options in smaller doses for home use and the public. A comprehensive formative and summative evaluation includes a 3-phase model (design>test>refine; implement>test>refine; disseminate>test>refine) focusing on changes in attitudes, skills, and knowledge and long-term outcomes/ impact including capacity building, career tracks, transportability, and network expansion. Dissemination centers in VCRC/Q with multimedia, multi-institutional partnerships to enhance outreach, and impact.

描述（由申请人提供）：最近NIH的举措目标是重新设计临床研究，促进多元化的劳动力，提高健康/科学素养，以加速从“实验室到床边到社区”的发现的“翻译”。“翻译翻译”的关键是向K-12社区和公众介绍“医学语言”;提高对生物医学“知识”的短暂性，科学企业的社会方面的认识;以及决策的不确定性，即，让学生为不可预测的未来做好准备。随着宽带互联网连接的广泛使用，这一NIH-SEPA提案来自一个经验丰富的翻译科学家团队，致力于为弱势学生提供以结果为导向的教育干预，利用了广泛的计划，人员和合作伙伴关系基础设施。其独特的核心是虚拟临床研究中心/医疗中心（VCRC/Q）基于网络的平台，经过5年的开发，旨在扩大现实生活中的“基于位置的座位定时”K-12学校体验。为了开发VCRC/Q作为一个可定制的双向“学习网格”的潜力，将科学家与K-12学生/教师联系在一个全球“学习社区”中，我们的具体目标（SA）是：1）实施、扩展和网络化VCRC/Q平台，以促进临床转化科学奖/临床研究中心、SEPA项目、K-12学校和公众之间的沟通; 2）组装，整合和测试一个可定制的基于调查的“翻译翻译”核心课程，目标是高中学生在VCRC/Q或面对面的教室/实验室由训练有素的教师激发，激励，并教育年轻人关于生物医学研究的冒险和机会。“翻译翻译”将介绍医学语言，并展示NIH的研究和不同的专家/同行近同行的榜样，在一个范式转变，强调医学“知识”之间的动态不平衡-“已知”（无疑问的答案）和医学“无知”（未回答的问题：我们知道我们不知道，不知道我们不知道，认为我们知道但不知道）-“未知”;和3）将平台和课程纳入一个强大的自我更新的职业管道，具有多个切入点，以培养不断增长的多元化年轻科学家领导干部，通过连接渐进的夏季和全年的“动手动脑”研究经验，以我们长期的常设介绍医学无知暑期研究所（约500名处境不利的高中学生校友）。SA 3将为入门级学生科学家提供“高辛烷值”途径，在团队导向的实验室/临床研究和领导力方面得到密切指导，并为家庭和公众提供较小剂量的“低辛烷值”和“自助”选项。全面的形成性和总结性评价包括一个三阶段模式（设计>测试>完善;实施>测试>完善;传播>测试>完善），重点关注态度、技能和知识的变化以及长期成果/影响，包括能力建设、职业轨道、可移植性和网络扩展。在维也纳儿童权利中心/昆士兰州建立传播中心，与多媒体、多机构合作伙伴建立伙伴关系，以加强外联和影响。