Short-term Training for Students in the Health Professions

描述（由申请人提供）：该培训计划的目的是继续培养对人类健康和疾病的理解并加强有效临床护理的内科科学家。爱荷华州医学院学生研究计划通过促进创新、专业科学互动、指导、研究伦理培训、沟通和发展对自己和同行的科学工作的批判性方法来实现这一目标。爱荷华大学卡弗医学院（CCOM）拥有悠久的历史，通过40多年前开始的成功且不断发展的研究培训计划，支持医科学生的研究。自1980年以来，美国国立卫生研究院一直在资助该项目。在培训补助金的支持下，学生有机会在医学院一年级之前或之后的夏季参加他们选择的12周的研究项目。学生可以从卡弗医学院的20个临床和6个基础科学院系中选择一位导师，也可以从公共卫生、药学或文理学院中选择一位导师。在一个可搜索的在线数据库中，列出了150多名有短期项目想法的教师导师，学生可以根据院系、研究类型或关键词对这些选择进行排序。学生须提交一份提案，由中央委员会研究委员会进行竞争性审查。学生申请按收到的分数排序，得分最高的学生将获得32个NIH培训津贴，另外50个津贴由CCOM、个别部门和其他来源资助。该项目让学生接触到整个研究过程，从撰写研究计划，到与导师合作，以摘要的形式提交研究成果，并在年度医学生研究日上展示他们的研究成果。这种经历使学生获得诸如科学方法的应用，对先前相关实验工作的批判性评估以及数据分析的统计方法等技能。与此同时，他们在与教师榜样和导师密切合作的同时，获得与特定研究项目相关的知识和技能。该项目已使大量学生在全国会议上发表演讲，并在同行评议的期刊上发表了大量文章。在整个医学院的研究卓越轨道上，一直有持续参与研究的兴趣，这是一个为CCOM学生提供持续致力于研究的荣誉项目。毕业生反复引用暑期研究奖学金的经历作为他们选择专业或决定在学术医学中心进行基础、临床或转化研究的基础。该项目的长期影响是在全国范围内传播一批骨干医生，他们在职业生涯早期就培养了对团队科学的欣赏，使他们能够做出基于证据的决策，提高医疗质量。

DESCRIPTION (provided by applicant): The aim of this training program is to continue to produce physician-scientists who will advance understanding of human health and disease and enhance delivery of effective clinical care. The Iowa Medical Student Research Program achieves this goal through fostering innovation, professional scientific interactions, mentorship, training in research ethics and communication and development of a critical approach to one's own and peers' scientific work. The University of Iowa Carver College of Medicine (CCOM) has a long history supporting medical student research with a successful and growing research- training program that began over 40 years ago. The NIH has continuously funded the program since 1980. Under the auspices of the training grant, students are given the opportunity to be involved in a research project of their choosing for 12 weeks in the summer preceding or following the first year of medical school. Students choose a mentor from any of 20 clinical and 6 basic science departments in the Carver College of Medicine, or the Colleges of Public Health, Pharmacy, or Liberal Arts and Sciences. Over 150 faculty mentors with ideas for short-term projects are listed on a searchable online database from which students may sort options by department, type of research or by keyword. Students are required to submit a proposal, which is competitively reviewed by the Research Committee of the CCOM. Student applications are rank- ordered by the score received and those with the best scores are chosen for the 32 NIH training stipends with another 50 stipends funded by the CCOM, individual departments and other sources. The program exposes the students to the entire research process, from writing a research proposal, to working with their mentor to submit their research accomplishments in the form of an abstract and presentation of their research at the annual Medical Student Research Day. This experience permits students to acquire skills such as application of scientific methods, critical evaluation of previous related experimental work, and statistical approaches to data analysis. At the same time, they acquire knowledge and develop skills related to a specific research project while working closely with a faculty role model and mentor. The program has led to a substantial number of student presentations at national meetings and numerous publications in peer-reviewed journals. There has been steady interest in continuing involvement in research throughout medical school on the Research Distinction Track, an honors program for CCOM students with a sustained commitment to research. Graduates repeatedly cite the summer research fellowship experience as the basis for their choice of specialty or decision to conduct basic, clinical or translational research as faculty in academic medical centers. The long-term impact of this program is the nationwide dissemination of a cadre of physicians, who developed an appreciation for team-based science early in their career, equipping them to make evidence-based decisions and advance healthcare quality.