University of Utah Biomedical Informatics Training Grant Supplement

犹他大学生物医学信息学培训补助金补充

• 批准号: 9380137
• 负责人: JOHN F. HURDLE
• 金额: $ 0.24万
• 依托单位: UNIVERSITY OF UTAH
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-12-01 至 2017-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9380137
• 关键词: Academic Medical Centers; Back; Caliber; Clinical; Clinical Informatics; Clinical Research; Complement; Doctor of Philosophy; Educational Curriculum; Elements; Ensure; Environment; Ethics; Evaluation; Evolution; Exposure to; Faculty; Fostering; Foundations; Goals; Grant; Health; Healthcare; Informatics; Information Systems; International; Medical center; Mentors; Mission; Modernization; Monitor; Network Infrastructure; Outcome; Positioning Attribute; Postdoctoral Fellow; Public Health; Public Health Informatics; Recruitment Activity; Research; Research Personnel; Research Training; Resources; Solid; Stress; Time; Training; Training Programs; Underrepresented Minority; United States Department of Veterans Affairs; Universities; Utah; Woman; biomedical informatics; computer infrastructure; curriculum enhancement; experience; improved; informatics training; innovation; meetings; next generation; pre-doctoral; programs; responsible research conduct; theories

DESCRIPTION (provided by applicant): The University of Utah has an exemplary record of informatics training dating back to the mid-1960s, when the program was founded by Dr. Homer R. Warner. Having graduated the most PhDs of any informatics program, ours is both the oldest as well as one of the most productive informatics training enterprise in the world. In this, our third renewal application, we detail our highly successful past decade and outline our plans to continue improving and innovating as we help train the next generation of informatics researchers. We chartered our long-term goal five decades ago: to create and sustain a modern, adaptive, and relevant training environment that promotes research excellence. The mission of our program centers on improving health outcomes through the innovative use of information systems, emphasizing clinical informatics; public health informatics; and translational/clinical research informatics. Our specific training objectives are: * To provide a thoroughly integrated curriculum that includes foundational theory as well as exposure to practice, one sensitive to the continual evolution of the field of informatics. * To ensure a solid grounding in the responsible conduct of research for all trainees. * To foster a research environment that provides the broadest possible variety of resources to faculty and trainees, while carefully mentoring and monitoring trainees to ensure timely, high-caliber research. * To recruit trainees nationally/internationally with a special emphasis on attracting women and underrepresented minorities to enrich diversity in the field of biomedical informatics in Utah and beyond. The key elements of our research training plan reflect these training objectives. We continue a major curriculum enhancement program started in 2006. For training in the ethical conduct of research, we exploit the background of the proposed Program Director (Hurdle) who, as former Chair of the University of Utah IRB, organizes training in the responsible conduct of research. Regarding our trainee research environment, we provide unparalleled access to clinical, public health, and translational clinical research opportunities as well as a network and computational infrastructure second to none. Our trainees in clinical informatics have one of the broadest choices of clinical settings in the nation: a major academic medical center; a statewide nonprofit healthcare network; and a regional Veterans Administration Medical Center. Finally, our mentoring and evaluation plan can be summarized as 'continual, systematic, and proactive--a balanced mixture of automated tracking and regular face-to-face meetings.' The overarching rationale behind our program is to ensure that our trainees complete a thoughtful training program that stresses curricular diversity mixed with practical experience and research excellence. Our projected complement of trainees includes the standard nine pre- doctoral and six post-doctoral positions, as well as two annual short-term diversity positions, one pre- and one post-doctoral.

描述(由申请人提供)：犹他大学的信息学培训记录可以追溯到20世纪60年代中期，当时该项目由霍默·R·华纳博士创立。我们毕业的博士是所有信息学项目中最多的，我们是世界上历史最悠久、生产率最高的信息学培训企业之一。在我们的第三次续签申请中，我们详细介绍了我们在过去十年中取得的巨大成功，并概述了我们在帮助培训下一代信息学研究人员时继续改进和创新的计划。五十年前，我们制定了我们的长期目标：创造和维持一个现代的、适应性强的和相关的培训环境，以促进研究的卓越。我们计划的使命是通过创新使用信息系统来改善健康结果，重点是临床信息学、公共卫生信息学和翻译/临床研究信息学。我们的具体培训目标是： *提供一套完整的课程，既包括基础理论，也包括实践经验，这是一门对信息学领域不断发展敏感的课程。 *确保为所有学员负责任地进行研究奠定坚实的基础。 *营造一个研究环境，为教师和学员提供最广泛的资源，同时仔细指导和监督学员，以确保及时进行高水平的研究。 *在全国/国际范围内招募受训人员，特别注重吸引妇女和代表性不足的少数群体，以丰富犹他州及其他地区生物医学信息学领域的多样性。 我们的研究培训计划的关键要素反映了这些培训目标。我们继续开展一项始于2006年的大型课程强化计划。对于研究道德行为的培训，我们利用拟议的项目主任(障碍)的背景，他作为犹他大学IRB的前主席，组织负责任的研究行为培训。对于我们的实习生研究环境，我们提供无与伦比的临床、公共卫生和转化性临床研究机会，以及首屈一指的网络和计算基础设施。我们的临床信息学学员拥有全国最广泛的临床环境选择之一：一个主要的学术医疗中心；一个全州范围的非营利性医疗网络；以及一个地区性的退伍军人管理局医疗中心。最后，我们的指导和评估计划可以概括为“持续、系统和积极主动的--自动跟踪和定期面对面会议的平衡结合”。我们项目背后的主要理念是确保我们的学员完成一个深思熟虑的培训项目，强调课程的多样性与实践经验和卓越的研究成果相结合。我们预计的受训人员包括标准的9个博士后和6个博士后职位，以及两个年度短期多样化职位，一个博士前和一个博士后。