Short-Term Training to Increase the Diversity Pipeline in Heart/Lung/Blood Research

亚利桑那大学（UA）医学院多元化学生医学研究计划 （DSMRP）介绍，培训和培养不同的探究医学和本科生 [包括代表性不足的少数群体（URM）]参与与健康有关的基础/临床生物医学研究 强调NHLBI心血管、肺和血液使命领域;并鼓励后续 密集/广泛的研究经验，以保留和加强多样化的学生研究人员 渠道.我们继续建立在基础设施，高水平的学生和教师导师的参与， 团队精神，以及我们多方面医学生的出色实习生生产力， 弱势高中学生计划，以弥合不连续的“泄漏”管道进入和 退出学生，因为他们在培训中前进，争取专业/学术生涯。全职 暑假实验室/临床研究被整合到一个国际公认的， 关于医学无知的范式转变课程（CMI）集中在医学暑期研究所 无知（SIMI）并通过全年与学员相关的联系网络和充实来维持 机会这些包括专题研讨会和讲习班，临床相关性，先进的 课外研究在一个研究荣誉区别轨道，介绍分子医学 实验室实习，一个新的进步“翻译翻译和科学问题” 面对面/在线课程交织已知和未知，从长凳到床边， 社区，研究方法/通信/繁荣/领导/负责任的行为研讨会， 客座教授和个性化的职业咨询。CMI培养态度和提问技巧， 认识并应对医学无知的巨大变化世界[“我们知道我们不知道的东西 （研究），不知道我们不知道（发现），认为我们知道但不知道（错误）。一个独特的虚拟 通过移动的电话访问的临床研究中心/医疗中心形成了一个中心和平台， 以调查为基础的培训和国家/国际联网。围绕迅速扩大的普遍获得服务组织起来 专门的卓越中心和部门，并由项目主任和工作人员监督， 指导咨询委员会，以及学院选出的医学生研究委员会，研究 包括交叉主题和体内，体外，原位，计算机模拟和建模方法， 心血管系统及其疾病（心肌收缩力、肥大、发育;基因组学/ 蛋白质组学、成像、再生、生物材料、修复;内皮生物学、微循环 生理学、淋巴学、生物工程学）、肺病/呼吸系统疾病（通气、哮喘、囊性 纤维化、肺动脉高压）和血液/干细胞生物学/疾病;以及相互交织的研究和 神经科学、基因组学/蛋白质组学/代谢组学、生物信息学和公共卫生技术， 其他吸引DSMRP学生兴趣的主题。基于我们约34年的NIH学生培训跟踪 922名医学生中反映的记录和既定的接触不同/弱势群体的机会 到目前为止，已有615名高中生接受了培训，其中许多人继续他们的研究兴趣， 寻求/追求科学/医疗保健事业，我们预计DSMRP将进一步培养更多 多样化的科学医生/医疗保健专业人员为研究企业做出了贡献， 医学科学领导干部，以激励医疗保健专业人员的稀缺多样性管道 和翻译研究人员。详细的S/T和L/T形成/总结计划和参与者 评估包括数据库登记、个人发展计划、长期随访和职业生涯 项目组合将记录成效并促进联网。

The University of Arizona (UA) College of Medicine Diverse Student Medical Research Program (DSMRP) introduces, trains, and nurtures diverse inquiring medical and undergraduate students [encompassing underrepresented minorities (URM)] in health-related basic/clinical biomedical research emphasizing NHLBI cardiovascular, pulmonary, and blood mission areas; and encourages subsequent intensive/extensive research experiences to retain and strengthen the diverse student researcher pipeline. We continue to build on the infrastructure, high level of student and faculty mentor participation, esprit-de-corps, and outstanding trainee productivity of our multifaceted medical student and disadvantaged high school student programs to bridge the discontinuous "leaky" pipeline of entering and exiting students as they advance in training and strive for professional/academic careers. Full-time summer-vacation laboratory/clinical investigation is integrated into an internationally recognized and paradigm-shifting Curriculum on Medical Ignorance (CMI) concentrated in a Summer Institute on Medical Ignorance (SIMI) and sustained through year-round trainee-related contact network and enrichment opportunities. These include topical seminars and workshops, clinical correlations, advanced extracurricular research in a Research Honors Distinction Track, Introduction to Molecular Medicine laboratory practicum, a new progressive "Translating Translation and Scientific Questioning" face-to-face/online curriculum interweaving the known and unknown from bench to bedside to community, research methodology/ communications/thriving/leadership/ responsible conduct seminars, visiting professors, and individualized career advising. CMI fosters attitudes and questioning skills to recognize and deal with the vast shifting world of medical ignorance ["what we know we don't know (research), don't know we don't know (discovery), and think we know but don't (error)”]. A unique Virtual Clinical Research Center/Questionarium with mobile phone access forms a centerpiece and platform for inquiry-based training and national/international networking. Organized around rapidly expanding UA Specialized Centers of Excellence and departments and overseen by Program Director and staff, Steering Advisory Committee, and faculty-elected Medical Student Research Committee, research encompasses cross-cutting themes and in vivo, in vitro, in situ, in silico, and modeling approaches to the cardiovascular system and its disorders (cardiac contractility, hypertrophy, development; genomics/ proteomics, imaging, regeneration, biomaterials, prosthetics; endothelial biology, microcirculatory physiology, lymphology, bioengineering), pulmonology/respiratory disorders (ventilation, asthma, cystic fibrosis, pulmonary hypertension) and blood/stem cell biology/disorders; and interdigitating research and technology in neurosciences, genomics/protreomics/metabolomics, bioinformatics, and public health and other topics attracting the interest of DSMRP students. Based on our ~34-year NIH student training track record and established access to diverse/disadvantaged populations reflected in 922 medical students and 615 high school students trained to date, many continuing their research interests and the majority seeking/pursuing science/healthcare careers, we anticipate that DSMRP will further cultivate many more diverse scientific physician/healthcare professional contributors to the research enterprise and a growing cadre of medical science leaders to energize the scanty diversity pipeline of healthcare professionals and translational researchers. Detailed S/T and L/T formative/ summative program and participant evaluation including database registry, individual development plans, long-term followup and career portfolios, will document effectiveness and promote networking.