Physical, Cognitive and Mental Health in Social Context

描述(由申请人提供)：这份竞争性续签申请要求继续在佛罗里达大学(UF)进行博士前培训项目，该项目于2003年首次获得资助。该方案的目的与老年学/老年病学的主要目标一致，目的是培训博士前研究人员有关以下方面的策略：(A)确定老年人功能独立的潜在先兆因素，以及(B)设计和评估可预防残疾的干预措施。其次，对于那些已经经历了严重功能丧失的老年人，这一博士前培训计划侧重于确定可能减少治疗的负面后果和医源性影响的政策和做法。急性事件，如中风、髋部骨折，以及慢性疾病，包括循环和心血管疾病、糖尿病、骨关节炎和认知障碍，都是被广泛研究的残疾先兆，也是潜在的可修改因素，可减少 沿着残疾的道路前进。在主要的功能独立性理论的指导下，我们的目标是为博士后奖学金和随后的研究安置做好博士后培训，包括传统学科系、临床研究环境和多学科老年学项目。凭借密歇根大学健康科学和文科校园的共同定位和合作，密歇根大学处于独特的地位，可以提供独立的生物、心理和社会组成部分的培训，以及为残疾老年人提供医疗保健、技术和政策方面的培训。该提案所代表的学科包括应用生理学和运动机能学、老年医学、卫生服务研究、语言学、神经学、神经心理学、神经科学、护理学、职业治疗学、心理学、社会学和言语病理学。核心课程内容包括：(1)将每个学生分配到一个经常召集的多学科辅导团队中；(2)形成并密切跟踪研究、教育和服务领域的生产力目标；(3)每周举行一次校园范围的系列座谈会，由顶尖的国家演讲者、当地老龄化和专业发展研究人员组成；(4)要求提供老龄化和统计学/方法论方面的补充课程和其他教学内容，以及负责任的研究行为。我们的指导团队方法使我们能够积极地让精力充沛的新教师(“培训中的导师”)担任主要的指导角色，同时用经验丰富、富有成效的高级调查人员来补充和补充他们。为六(6)名博士前实习生申请资金。成功完成第一年博士学习的学生是有资格的，尽管优先考虑已经完成博士资格考试的学生，从而有选择地将资源投资于已经完成主要项目里程碑的敬业、有成效的学生。自项目开始以来，我们资助的23名学员中，6人目前在教职，10人在博士后/研究助理职位，5人仍在培训中， 还有1人离开了学术界。6名受训人员(27%)属于代表性不足的群体。

DESCRIPTION (provided by applicant): This competitive renewal application requests continuation of a predoctoral training program at the University of Florida (UF), which was first funded in 2003. The purpose of this program, consistent with the chief goal of gerontology/geriatrics, is to train predoctoral researchers in strategies related to: (a) identifyig potential antecedents of functional independence in older adults, and (b) designing and evaluating interventions that may prevent disability. Secondarily, for those elders who have already experienced substantial loss of function, this predoctoral training program focuses on identifying policies and practices that may reduce negative consequences and iatrogenic effects of treatment. Acute events like stroke, hip fracture, and chronic conditions including circulatory and cardiovascular disease, diabetes, osteoarthritis and cognitive impairment all constitute widely studied precursors of disability and also represent potentially modifiable factors to reduce progression down the disability pathway. Informed by major theories of functional independence, we aim to prepare pre- doctoral trainees for postdoctoral fellowships and subsequent research placements in settings including traditional disciplinary departments, clinical research environments, and multidisciplinary gerontology programs. With the co-location and collaboration between UF's health science and liberal arts campuses, UF is uniquely positioned to offer training in the biopsychosocial components of independence, as well as health care, technology, and policy aspects of care for aged persons with disability. Disciplines represented in this proposal include applied physiology and kinesiology, geriatric medicine, health services research, linguistics, neurology, neuropsychology, neuroscience, nursing, occupational therapy, psychology, sociology, and speech pathology. Core program components include (1) assignment of each student to a frequently convened multi- disciplinary mentoring team (2) formation and close tracking of productivity goals in the areas of research, education, and service ; (3) a weekly campus-wide colloquium series featuring top national speakers, local researchers in aging, and professional development; (4) required supplemental coursework and other didactics in Aging and Statistics/Methodology, as well as Responsible Conduct of Research. Our mentoring team approach allows us to actively engage energetic newer faculty ("mentors in training") in primary mentoring roles, while supplementing and complementing them with seasoned, productive senior investigators. Funds are requested for six (6) predoctoral trainees. Students who have successfully completed the first year of doctoral study are eligible, although preference is given to students who have completed doctoral qualifying examinations, thereby selectively investing resources in committed, productive students who have already completed major program milestones. Of our 23 funded trainees since program start, 6 are now in faculty positions, 10 are in postdoctoral/research associate positions, 5 are still in training, and 1 has left academia. Six (27%) of the trainees are members of under-represented groups.