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

亚利桑那大学医学院不同学生医学研究项目 (DSMRP)引进、培养和培养不同的探究型医学生和本科生 [包括代表不足的少数群体(URM)]与健康相关的基础/临床生物医学研究 强调NHLBI心血管、肺和血液任务区；并鼓励随后 密集/广泛的研究经验，以留住和加强多样化的学生研究人员 输油管道。我们继续在基础设施、高水平的学生和教师导师参与的基础上， 我们多方面的医学生和优秀的实习生的工作效率 弱势高中生计划弥合不连续的进入和泄漏的管道 离开学生，因为他们在培训中取得进步，并为专业/学术事业而努力。全职 暑假实验室/临床研究整合为国际公认的 集中在夏季医学学院的医学无知(CMI)范式转换课程 无知(SIMI)，并通过与实习生有关的全年联系网络和充实而得以维持 机遇。这些包括专题研讨会和研讨会、临床相关性、高级 研究荣誉的课外研究，分子医学导论 实验室实习：一种新的进步--《翻译与科学质疑》 面对面/在线课程从长凳到床边将已知和未知交织在一起 社区、研究方法/交流/蓬勃发展/领导力/负责任的行为研讨会， 客座教授和个性化的职业咨询。CMI培养态度和提问技能 认识和处理不断变化的医学无知世界[“我们知道我们不知道的事 (研究)，不知道我们不知道(发现)，认为我们知道但不知道(错误)。独一无二的虚拟 可通过手机访问的临床研究中心/调查问卷中心是 以探究为基础的培训和国家/国际网络。围绕快速扩张的UA进行组织 专业英才中心和部门，并由计划主任和工作人员监督， 指导咨询委员会和教师选举的医学生研究委员会，研究 涵盖横切主题和体内、体外、原位、硅胶和建模方法 心血管系统及其疾病(心脏收缩、肥大、发育；基因组学/ 蛋白质组学，成像，再生，生物材料，假体；内皮生物学，微循环 生理学、淋巴学、生物工程学)、肺病学/呼吸系统疾病(通风、哮喘、囊肿性疾病 纤维化、肺动脉高压)和血液/干细胞生物学/疾病；以及交错指研究和 神经科学、基因组学/原组学/代谢组学、生物信息学、公共卫生和 其他吸引学生兴趣的话题。基于我们~34年的NIH学生培训跟踪 922名医学生记录并建立了接触不同/弱势群体的途径 到目前为止，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，大多数人 寻求/追求科学/医疗保健事业，我们预计DSMRP将进一步培养更多的人 不同的科学医生/医疗保健专业人员对研究企业和不断增长的 医学领袖干部将为医疗保健专业人员稀缺的多样性管道注入活力 和翻译研究人员。详细的S/T和L/T的形成/总结计划和参与者 评价包括数据库登记、个人发展计划、长期跟踪和职业生涯 投资组合，将记录有效性并促进联网。

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.