Biomedical Explorations: Bench to Bedside Phase II

描述（由申请人提供）：当前的佛罗里达和NIH在转化研究方面的举措要求今天的学生理解，并在学术上为研究，临床和技术职位做好准备，这些职位越来越多地出现在从基础研究到可销售的药物，诊断和设备的连续体中。然而，很少有高中教师了解或获得有关快速发展的生物医学科学内容，技术和职业的信息。为了解决这一未满足的需求，我们创建了生物医学探索：从长凳到床边项目，该项目建议建立和扩大伙伴关系，（1）将跨学科生物医学科学的研究人员与高中教师联系起来，（2）促进对生物科学职业的兴趣和准备。目前，在3年周期的第2年年底，Phase成功地建立了合作关系，弥合了从尖端研究实验室到佛罗里达高中科学教师的差距，并在这些社区中培养了有才华的年轻学生。 我们的新提案，生物医学探索：长凳到床边第二阶段，建立在第一阶段创建的科学和教育伙伴关系的基础上，通过一个创新的计划，将暑期研究所的经验整合到学年的课堂行动中。在研究所期间，在真实的基础科学，临床和应用研究环境中的实验序列说明了当前的科学内容，教学方法，多样化的职业选择，以及从实验台到床边连续体的概念和技术相互关系。在学年中，行动研究，资源，演示文稿，课堂成果的审查，并为正在进行的专业发展的激励措施，为教师提供持续的支持和鼓励。 该提案将第一阶段的经验与研究实习相关的新课程相结合，向学生传达生物医学背景下的转化研究和药物开发原则。我们预计，这些课程的开发将进一步帮助教师将科学过程，现实世界的技能和热情或生物科学职业转移到农村和经济条件不利的学校。

DESCRIPTION (provided by applicant): Current Florida and NIH initiatives in translational research require that today's students understand, and are academically prepared for, the research, clinical and technical positions increasingly available in the continuum from basic research to marketable medicines, diagnostics and devices. However, few high school teachers have awareness or access to information about rapidly developing biomedical science content, technologies, and careers. To address this unmet need, we created the Biomedical Explorations: Bench to Bedside project, which proposes to create and expand partnerships that (1) connect researchers in interdisciplinary biomedical sciences with teachers in high schools and (2) promote interest in and preparation for bioscience careers. Currently at the end of year 2 in a 3 year cycle, Phase has had success in generating collaborations that bridge the gaps from cutting edge research labs to high school science teachers across Florida, and on to talented young students in those communities. Our new proposal, Biomedical Explorations: Bench to Bedside Phase II, builds on the science and education partnerships created in Phase I via an innovative program that integrates experiences from a summer Institute into classroom action during the school year. During the Institute, an experimental sequence in authentic basic science, clinical and applied research environments illustrate current scientific content, pedagogical methods, diverse career options, and conceptual and technological interrelationships within the bench to bedside continuum. During the school year, action research, resources, presentations, review of classroom outcomes, and incentives for ongoing professional development provide teachers with continuing support and encouragement. This proposal integrates the Phase I experience with new curricula related to research internships which convey to students the principles of translational research and drug development in the context of biomedicine. We anticipate that development of these curricula will further aid teachers in transitioning scientific processes, real-world skills, and enthusiasm or bioscience careers to schools in rural and economically disadvantaged settings.