BMI Bioinformatics Training Grant

BMI 生物信息学培训补助金

• 批准号: 9288162
• 负责人: Ryan D. Hernandez
• 金额: $ 35.4万
• 依托单位: UNIVERSITY OF CALIFORNIA, SAN FRANCISCO
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-07-01 至 2018-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9288162
• 关键词: Bioinformatics; Grant; Training

DESCRIPTION (provided by applicant): Graduate Group in Bioinformatics seeks a second renewal of its training program in Bioinformatics and Computational Biology. The program focuses on training young scientists who can serve as leaders in research at the interface between computation and biology. Emphasis areas include these fields as well as Complex Biological Systems and Quantitative Genetics and Genomics. The training plan for coursework, enrichment activities, and research reflects the fundamentally collaborative culture at UCSF. Thus, both the formal and informal features of the program have been designed to bring together students from different disciplines and train them for team-based problem solving. Although the focus is on computational research, all students must perform an experimental rotation and are heavily exposed to experimental biology in many other aspects of their training. As a result, our graduates understand the sources of their experimental data as well as how to manipulate it and are prepared to interact in multidisciplinary teams that require an understanding of both "wet" and "dry" scientific cultures. We recruit a diverse and talented group of students with computational and quantitative backgrounds and train them to tackle challenging problems in biology at scales that span the molecular to the phenotypic. Because UCSF is a health sciences campuses, many of our students do research explicitly associated with human health and disease. The special features of our program are: Collaborative and inter-disciplinary research. Training faculty are heavily involved in collaborative research, both within and outside of UCSF. Many of their labs (and trainees) are involved in Consortia or Centers created to address problems that cannot be solved from a single viewpoint but require contributions from many disciplines. Student publications reflect this culture as do student initiated journal clubs and interest groups bringing together students from multiple disciplines for "Research in Progress" talks. An innovative curriculum and special training features. Our core values of collaboration and inter- disciplinary research involve first-year students in team-based and hands-on learning. These special features of First Year training begins with a "Bootcamp" experience taught by senior students and then proceeds to a major integrative biological "Systems" course in the fall quarter featuring student teams chosen to span their different backgrounds. A Core curriculum follows in the winter to teach relevant fundamentals. The spring quarter has been refactored to provide a menu of in-depth "mini-courses" held in a small group format for substantive interactions with faculty with deep research involvement in each area. Significant training in communication and preparation for diverse careers. Students get intensive training in oral and written communication taught in formal courses designed in part by professional staff. Many other venues teach these skills more informally. Students also are given many opportunities to participate in internships, career preparation workshops, and medical education.

描述（由申请人提供）：生物信息学的研究生组寻求第二次续签其生物信息学和计算生物学方面的培训计划。该计划的重点是培训可以在计算与生物学之间接口的研究领导者的年轻科学家。重点区域包括这些领域以及复杂的生物系统以及定量遗传学和基因组学。课程，丰富活动和研究的培训计划反映了UCSF的基本协作文化。因此，该计划的正式和非正式功能均已旨在将来自不同学科的学生汇集在一起​​，并培训他们以解决基于团队的问题解决。尽管重点是计算研究，但所有学生都必须进行实验旋转，并且在培训的许多其他方面都大量暴露于实验生物学。结果，我们的毕业生了解了他们的实验数据来源，以及如何操纵它，并准备在需要了解“湿”和“干”科学文化的多学科团队中进行互动。我们招募了具有计算和定量背景的多样化和才华横溢的学生，并培训他们以解决跨越分子呈现表型的尺度上的生物学问题。由于UCSF是一家健康科学校园，因此我们的许多学生确实与人类健康和疾病明确相关。我们计划的特殊功能是： 协作和跨学科研究。培训教师在UCSF内部和外部都大量参与了协作研究。他们的许多实验室（和受训者）都参与了财团或创建的中心，以解决无法从单个角度解决的问题，但需要许多学科的贡献。学生出版物反映了这一点 文化和学生发起的期刊俱乐部和利益集团一样，将来自多个学科的学生聚集在一起，以进行“正在进行的研究”谈判。 创新的课程和特殊培训功能。我们的协作和学科研究的核心价值涉及基于团队和动手学习的一年级学生。第一年培训的这些特殊功能始于高级学生教授的“训练营”经验，然后在秋季季度参加了主要的综合生物学“系统”课程，该课程由学生团队选为跨越不同背景的学生团队。在冬季，核心课程教授相关的基础知识。春季季度已被重构，以提供深入的“迷你场”菜单，以小组格式进行，以与教师进行实质性互动，并在每个领域进行深入研究。 在沟通和准备多样化职业方面的重大培训。学生接受了在专业员工部分设计的正式课程中教授口头和书面沟通的深入培训。许多其他场所更非正式地教这些技能。还为学生提供了许多参加实习，职业准备讲习班和医学教育的机会。