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: 8706254
• 负责人: FRANCISCO A R GARCIA
• 金额: $ 25.97万
• 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/8706254
• 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; High School Student; Home environment; Institutes; International; Internet; K-12 Education; 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; Teacher Professional Development; Technology; Testing; Thinking; Time; 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; 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）：NIH 最近的举措旨在重新设计临床研究、培养多元化的劳动力、提高健康/科学素养，以加速发现从“实验室到床边到社区”的“转化”。 “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、科学事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，NIH-SEPA 的这项提案由经验丰富的转化科学家团队提出，致力于为弱势学生提供以结果为导向的教育干预措施，利用了广泛的项目、人员和合作伙伴关系基础设施。独特的核心是虚拟临床研究中心/问卷 (VCRC/Q) 基于网络的平台，该平台历经 5 年开发，旨在扩展现实生活中的“基于地点的座位计时”K-12 学校体验。为了利用 VCRC/Q 作为可定制的双向“学习网格”的潜力，将科学家与全球“学习社区”中的 K-12 学生/教师联系起来，我们的具体目标 (SA) 是： 1) 实施、扩展和联网 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) 由训练有素的教师在 VCRC/Q 上或在课堂/实验室中面对面地组装、整合和测试针对高中生的可定制的探究式“笔译翻译”核心课程，以激发、激励和教育年轻人了解生物医学研究中的冒险和机遇。 “翻译翻译”将介绍医学语言，并在范式转变中展示 NIH 研究和多样化的专家/同行榜样，强调医学“知识”——“已知”（毫无疑问的答案）和医学“无知”（未回答的问题：我们知道我们不知道的东西，不知道我们不知道的东西，以及认为我们知道但不知道的东西）——“未知”之间的动态不平衡； 3) 将平台和课程纳入强大的自我更新职业管道中，具有多个切入点，通过桥接渐进式夏季和全年“动手脑”研究经验，培养越来越多的多元化年轻科学家领导者队伍，这些经验以我们长期以来的介绍性夏季医学无知研究所（约 500 名弱势高中生校友）为蓝本。 SA3 将为入门级学生科学家提供“高辛烷值”途径，在面向团队的实验室/临床研究和领导力方面受到密切指导，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估包括三阶段模型（设计>测试>细化；实施>测试>细化；传播>测试>细化），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、职业轨迹、可迁移性和网络扩展。 VCRC/Q 的传播中心拥有多媒体、多机构合作伙伴关系，以增强外展范围和影响力。