Institutional Career Development Core

机构职业发展核心

• 批准号: 10557274
• 负责人: Edward F. Ellerbeck
• 金额: $ 76.58万
• 依托单位: UNIVERSITY OF KANSAS MEDICAL CENTER
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-07 至 2027-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10557274
• 关键词: Academy; Address; Advocate; Applications Grants; Awareness; Basic Science; Clinical; Clinical Competence; Clinical Research; Clinical Sciences; Clinical Trials; Collaborations; Communities; Competence; Complement; Contracts; Development; Development Plans; Doctor of Philosophy; Educational workshop; Engineering; Enrollment; Ensure; Environment; Faculty; Felis catus; Foundations; Funding; Goals; Grant; Healthcare; Human Resources; Institutes; Institution; Interdisciplinary Study; Journals; Medicine; Mentors; Mentorship; Methodology; Midwestern United States; Minnesota; NCI Scholars Program; Patients; Physicians; Play; Population; Program Development; Psychology; Public Health Practice; Publications; Records; Research; Research Infrastructure; Research Personnel; Research Project Grants; Research Support; Research Training; Resources; Role; Running; Science; Scientist; Sexual Health; Site; Taxonomy; TimeLine; Training; Training Programs; Training and Education; Translational Research; United States National Institutes of Health; Universities; Wisconsin; behavioral health; career; career development; clinical development; collaboratory; design; diversity and inclusion; education evaluation; ethnic diversity; experience; frontier; gene environment interaction; implementation science; innovation; insight; interest; news; next generation; online course; peer coaching; peer networks; programs; racial diversity; recruit; research and development; research in practice; research to practice; tool; workforce needs

Contact PD/Pl: Castro, Mario lnst-Career-Dev-001 (002) ABSTRACT - KL2 INSTITUTIONAL CAR E E R DEV E LOPM E NT CORE Without a CTSA hub within 250 miles, Frontiers plays a critical role in addressing the science and health care workforce needs for clinical and translational research (CTR) in the Midwest. Alumni of Frontiers career development programs drive research for improvements in clinical and public health practice - advancing the delivery of innovations to the patients and communities that need them. Frontiers brings together more than 200 federally-funded investigators in CTR drawn from eight regional Midwestern institutions with strong track records of working across state lines and institutional boundaries to advance interdisciplinary research. The overarching goal for the mentoring, tool F s, and environment need ed to become successful transl ati onal researc rontiers KL2 career development program is to prov ide early stage scientists with the hers. Since 2011 when the Frontiers CTSA was first funded, 20 scholars have been enrolled and 16 scholars have completed the program. One hundred percent of graduates remain engaged in research with 93% of our graduates leading NIH-funded or major foundation-supported research projects, participating as key personnel on interdisciplinary research teams, or leading research in entrepreneurial ventures. KL2 scholars have more than 500 publications. Scholar project topics have run the gamut from methodological projects for statisticians, to basic research in gene-environment interaction, to behavioral health projects in sexual health for vulnerabl e populations. Scholars come from a diverse background of training experiences, with a complement of clinical PhDs (25%), research PhDs (35%), and MDs (40%). In this renewal, we seek to recruit a more racially and ethnically diverse applicant pool, surround these scholars with mentoring teams that provide sponsorship in addition to content expertise, and train scholars to conduct cutting edge CTR. We propose the following aims: Aim 1. Recruit a promising and diverse pool of KL2 scholars to expand CTR infrastructure for the region and the nation. Aim 2. Help KL2 scholars build exceptional mentor teams who will guide, advocate for, and sponsor scholars, so that they will succeed and stay motivated to move meaningful research into practice. Aim 3. Train KL2 scholars in the competencies needed to conduct scientifically rigorous research that will accelerate the timeline for meaningful CTR contributions for the region and the nation. Aim 4. Employ continuous improvement strategies to evaluate KL2 recruitment, mentorship, and career development with the goal of accelerating the development of CTR scientists and increasing the impact of their scientific contributions. Integration of our KL2 training program with our overall CTSA goals will help ensure a close alignment between the needs and resources of Frontiers-affiliated institutions and will increase the likelihood that our scholars will be able to address the CTR needs of our region and the nation. Project Summary/Abstract Page 1301 Contact PD/Pl: Castro, Mario lnst-Career-Dev-001 (002) R F R NCES E E E 1. Insights to Inspire: Making a Commit ment to Diversity and Inclusion. Center for Leading Innovation & Collaboration. 2020; Available from: https://clic-ctsa.o rg/ news/insights-ins pire- making-commitment- diversity-inclusion. Accessed 2/20, 2021. 2. Behera A, Tan J, Erickson H. Diversity and the next-generation physician-scientist. Journal of Clinical and Translational Science, 2019;3(2-3):47-9. 3. Searching for Excellence & Diversity: A Guide for Search Committees at the University of Wisconsin- Madison. 2012; Available from: https://wiseli.wisc.edu/wp- content/upload s/sites/662/2018/11 /SearchBook_Wisc.pd f. Accessed 2/23, 2020 4. NOT-OD-20-031: Notice of NI H's Interest in Diversity. National Institutes of Health. 2019; Available from: https://grants.nih.gov/grants/guide/notice-files/NOT-OD-20-031.html 5. UCSF Clinical and Translational Science Institute. Career Development Activities Checklist. 2016; Available from: https://accelerate.ucsf.edu/. Accessed 08/18, 2016. 6. Borelli JL, Gruber J, Prinstein MJ. Supplemental Material for Best Practices in Research Mentoring in Clinical Science. Journal ofAbnormal Psychology, 2020;129(1):70-81. 7. National Acad emies of Sciences, Engineering , and Medicine, editor. Science of Effective Mentorship in ST E MM. Washing ton, DC: National Academies Press; 2019. 8. Burnham EL, Fleming M. Selection of Research Mentors for K-Funded Scholars. Clinical and Translational Science, 2011 ;4(2):87-92. 9. The National Research Mentoring Network (NRMN). NRMNet. 2020; Available from: https://nrmnet.net/about-nrmn-2/. Accessed 01/20, 2020 10. Fleming GM, Simmons JH, Xu M, et al. A Facilitated Peer Mentoring Program for Junior Faculty to Promote Professional Development and Peer Networking. Academic Medicine, 2015;90(6):819-26. 11. The National Research Mentoring Network (NRMN). NRMNet. 2020 N RMN Announced Culturally Aware Mentorship Training . Available from: https://nrmnet.net/blog/2017/04/23/nrmn-announces- culturally-aware-mentorship-cam-training-modu l e/. Accessed 3/23, 2021. 12. Fleming M, House S, Hanson VS, et al. The Mentoring Competency Assessment. Academic Medicine, 2013;88(7): 1002-8. 13. Miyaoka A, Spiegelman M, Rau K, Frechtling J. Findings From the CTSA National Evaluation Education and Training Study. Rockville, MD; 2012. 14. 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Optimizing the Practice of Mentoring : An Online Curriculum for the Professional Development of Research Mentors. 2015; Available from: http://www.ctsi.umn.edu/education-and- training/mentoring/mentor-training . Accessed, 1/20, 2021. 19. Hulley S, Cummings, SR, Browner, WS, Grady, DG, Newman, TB. Designing Clinical Research. 4 ed: Wolters Kluwer; 2013. 20. Russell SW, Morrison DC. The grant application writer's workbook. Buellton, CA: Grant Writers' Seminars and Workshops, L LC; 2017. 21. Implementation Science. Center for Leading Innovation & Collaboration. 2016; Available from: https://clic-ctsa.org/taxonomy/term/1796. Accessed 12/20, 2020. 22. National Institutes of Health. Clinical Research Training. 2016; Available from: https://crt.nihtraining.com/login.php. Accessed 08/18, 2016. 23. National Institutes of Health. NIH Collaboratory Rethinking Clinical Trials. 2016; Available from: https://www.nihcollaboratory.org/Pages/Grand-Rounds-Hub.aspx. Accessed 08/18, 2016. 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联系人 PD/Pl：Castro、Mario lnst-Career-Dev-001 (002) 摘要 - KL2 机构车 乙 乙 研发单位 乙 LOPM 乙 NT核心 Frontiers 在 250 英里范围内没有 CTSA 中心，因此在解决科学和医疗保健问题方面发挥着关键作用 中西部临床和转化研究 (CTR) 的劳动力需求。边疆校友的职业生涯 发展计划推动临床和公共卫生实践改进的研究 - 推进 向有需要的患者和社区提供创新。 Frontiers汇聚了超过 CTR 中的 200 名联邦资助调查员来自八个具有强大跟踪能力的中西部地区机构 跨州界和机构边界推进跨学科研究的工作记录。这 的总体目标 辅导、工具 F 以及成功转化研究所需的环境 Rontiers KL2职业发展计划旨在为早期科学家提供 她的。 自2011年Frontiers CTSA首次资助以来，已招收20名学者，16名学者 完成了该计划。 100% 的毕业生继续从事研究工作，其中 93% 的毕业生 毕业生领导 NIH 资助或主要基金会支持的研究项目，作为关键人员参与 跨学科研究团队或创业企业的领先研究。 KL2学者有更多 超过 500 种出版物。学者项目主题涵盖了统计学家的方法学项目、 基因与环境相互作用的基础研究，弱势群体性健康的行为健康项目 人口。学者们来自不同的培训背景，具有丰富的临床经验 博士 (25%)、研究型博士 (35%) 和医学博士 (40%)。在这次更新中，我们寻求招募更具种族和 种族多样化的申请者群体，为这些学者提供指导团队，为他们提供资助 除了内容专业知识外，还培养学者进行前沿的点击率。我们提出以下目标： 目标 1. 招募一批有前途且多元化的 KL2 学者，以扩展 CTR 基础设施 地区和国家。 目标 2. 帮助 KL2 学者建立卓越的导师团队，提供指导、倡导和赞助 学者们，这样他们才能成功并保持动力将有意义的研究付诸实践。 目标 3. 培训 KL2 学者进行科学严谨的研究所需的能力， 将加快为该地区和国家做出有意义的 CTR 贡献的时间表。 目标 4. 采用持续改进策略来评估 KL2 招聘、指导和培训 职业发展以加速CTR科学家的发展和增加 他们的科学贡献的影响。 将我们的 KL2 培训计划与 CTSA 总体目标相结合将有助于确保两者之间的紧密结合 前沿附属机构的需求和资源，并将增加我们的学者将 能够满足我们地区和国家的 CTR 需求。 项目摘要/摘要第 1301 页 联系人 PD/Pl：Castro、Mario lnst-Career-Dev-001 (002) 射频研究中心 乙 乙 乙 1. 启发灵感：致力于多元化和包容性。领先创新中心 合作。 2020；可从：https://clic-ctsa.o rg/news/insights-ins pire-making-commitment- 多样性-包容性。访问时间：2021 年 2 月 20 日。 2. Behera A、Tan J、Erickson H。多样性和下一代医师科学家。临床杂志 和转化科学，2019；3(2-3):47-9。 3. 寻找卓越与多样性：威斯康星大学搜索委员会指南- 麦迪逊。 2012年；可从：https://wiseli.wisc.edu/wp- 内容/上传 s/sites/662/2018/11 /SearchBook_Wisc.pd访问日期：2020 年 2 月 23 日 4. NOT-OD-20-031：NI H 对多样性感兴趣的通知。美国国立卫生研究院。 2019；可用的 来自：https://grants.nih.gov/grants/guide/notice-files/NOT-OD-20-031.html 5.加州大学旧金山分校临床和转化科学研究所。职业发展活动清单。 2016年； 可从：https://accelerate.ucsf.edu/获得。访问日期：2016 年 8 月 18 日。 6. 博雷利 JL、格鲁伯 J、普林斯坦 MJ。研究指导最佳实践的补充材料 临床科学。异常心理学杂志，2020；129(1)：70-81。 7. 美国国家科学、工程和医学科学院，编辑。有效指导的科学 英石 乙 毫米。华盛顿特区：国家科学院出版社； 2019. 8. Burnham EL, Fleming M. 为韩国资助学者选择研究导师。临床和 转化科学，2011；4(2)：87-92。 9. 国家研究指导网络（NRMN）。 NRM网。 2020；可从： https://nrmnet.net/about-nrmn-2/。访问日期：2020 年 1 月 20 日 10. Fleming GM、Simmons JH、Xu M 等。为初级教师提供便利的同伴指导计划 促进专业发展和同伴网络。学术医学，2015；90(6)：819-26。 11. 国家研究指导网络（NRMN）。 NRM网。 2020 N RMN 文化公布 意识指导培训。来源：https://nrmnet.net/blog/2017/04/23/nrmn-announces- 文化意识指导凸轮培训模块/。访问日期：2021 年 3 月 23 日。 12. Fleming M、House S、Hanson VS 等人。指导能力评估。学术医学， 2013；88(7)：1002-8。 13. Miyaoka A, Spiegelman M, Rau K, Frechtling J. CTSA 国家评估的结果 教育和培训研究。马里兰州罗克维尔； 2012年。 14. 临床和转化研究的核心能力。领先创新中心 合作。 2011；可从：https://clic- ctsa.org/sites/default/files/CTSA_Core_Competcies_final_2011。 pdf。访问日期：2019 年 8 月 19 日 15. 加州大学旧金山分校 CTSI。 CTSI K 学者计划 - 职业发展计划。 2016年；可从： https://epibiostat.ucsf.edu/kl2-scholars-program-0。访问时间：2019 年 8 月 8 日。 16. 加州大学旧金山分校 CTSI。 MOP 指导合同原则。 2016年；可从： https://accelerate.ucsf.edu/files/MDP_Mentoring ContractTenets.pdf。访问日期：2019 年 8 月 18 日。 17. 明尼苏达大学临床与转化科学研究所。优化实践 指导：研究导师专业发展的在线课程。 2016年； 可从以下网址获取：http://www.ctsi.umn.edu/education-and-training/mentoring/mentor-training。已访问 2020 年 12 月 20 日。 18. 建立 CatTS。优化指导实践：专业人士在线课程 研究导师的发展。 2015年；可从：http://www.ctsi.umn.edu/education-and- 培训/指导/指导培训。访问日期：2021 年 1 月 20 日。 19. 赫尔利 S、卡明斯、SR、布朗纳、WS、格雷迪、DG、纽曼、TB。设计临床研究。 4 版： 威科集团； 2013年。 20.拉塞尔·SW，莫里森·DC。拨款申请作者的工作簿。加利福尼亚州布尔顿：格兰特作家 研讨会和讲习班， L LC； 2017年。 21. 实施科学。领先创新与合作中心。 2016年；可从： https://clic-ctsa.org/taxonomy/term/1796。访问时间：2020 年 12 月 20 日。 22. 美国国立卫生研究院。临床研究培训。 2016年；可从： https://crt.nihtraining.com/login.php。访问日期：2016 年 8 月 18 日。 23.国立卫生研究院。 NIH 合作实验室重新思考临床试验。 2016年；可从： https://www.nihcollaboratory.org/Pages/Grand-Rounds-Hub.aspx。访问日期：2016 年 8 月 18 日。 引用的参考文献第 1302 页