HIV-associated Tuberculosis Training Program (HATTP)

项目摘要 我们申请更新大学的Fogarty HIV相关结核病培训计划（HATTP） 开普敦大学（UCT）与约翰霍普金斯大学（JHU）和范德比尔特大学医学院合作 中心（VUMC）建立在现有的培训计划和生产性研究的成功 这些机构之间的合作，以提供艾滋病毒相关的结核病（HIV-TB）和艾滋病毒相关的COVID-19 在UCT接受培训。该计划解决了以下需求：需要更多的临床科学家/研究人员 在UCT接受培训，培养下一代HIV-TB和HIV-COVID-19的科学领导者; 迫切需要加快UCT研究人员的人口构成的转变，以纠正 由于种族隔离而持续存在的不平等;在高端分析方法方面有具体的培训要求 需要将UCT的产能提升到一个新的水平。选择了六个重点培训领域：1）临床 为进入研究的临床医生提供流行病学和生物统计学培训; 2）高级流行病学和建模 3）药物代谢动力学、药物遗传学和遗传流行病学 艾滋病毒和结核病药物; 4）艾滋病毒-结核病合并感染和疾病的免疫发病机制; 5）艾滋病毒-结核病药物 超敏反应：临床流行病学和分子/免疫发病机制研究;和6）相互作用 HIV和COVID-19之间的关系：临床流行病学和免疫学研究。我们将颁发15个奖学金（4 博士后，9博士，3硕士水平），分布在各个重点领域，与共享的导师从 伙伴机构。在这15个奖学金中，10个将针对新兴的黑人研究人员。我们将提供 以下额外的中期培训机会：在美国机构进行3-10个月的培训， 4名研究员的实验室或分析方法;参加JHU流行病学研究生暑期研究所 为4名研究员开设了流行病学、生物统计学和遗传流行病学网络课程。 短期培训将包括短期课程，主题包括赠款和方案编写，流行病学， 生物统计学我们将每月举行研究员研讨会和年度科学会议。研讨会将包括 研究员的研究更新，负责任的研究行为培训和职业指导主题。一种新型 我们计划的一个方面是每年为医学生举办的“进入艾滋病毒-结核病研究”研讨会， 选修课和持续的接触，有最有才华和积极性的学生返回的目标， UCT在艾滋病毒-结核病研究中发展职业生涯。该计划由Meintjes博士（PD/PI）领导， 行政委员会和代表所有伙伴机构的指导委员会。上峰会是 由Taryn Young博士（斯泰伦博斯大学）担任主席的培训咨询委员会（TAC）提供， 其他三名成员（Aliyu、Beyrer和Mizrahi博士）。年度结构化评价进程将评估 个人发展和整体计划产出、成果和绩效，并将涉及书面 向TAC报告并从TAC获得反馈，PI和委员会将利用这些反馈来改进该计划。

PROJECT SUMMARY We apply for renewal of the Fogarty HIV-associated Tuberculosis Training Program (HATTP) at the University of Cape Town (UCT) in partnership with Johns Hopkins University (JHU) and Vanderbilt University Medical Center (VUMC) building on the successes of the existing training program and productive research collaborations between these institutions to provide HIV-associated TB (HIV-TB) and HIV-associated COVID-19 training at UCT. The Program addresses the following needs: more clinician scientists/researchers need to be trained to develop the next generation of scientific leaders in HIV-TB and HIV-COVID-19 at UCT; there is an urgent need to accelerate transformation of the demographic composition of researchers at UCT to redress disparities that persist from apartheid; and there are specific training requirements in high-end analytical methods needed to lift UCT’s capacity to the next level. Six focus areas for training have been chosen: 1) Clinical Epidemiology and Biostatistics training for clinicians entering research; 2) Advanced Epidemiology and Modelling of the HIV-TB Epidemic and Interventions; 3) Pharmacokinetics, Pharmacogenetics and Genetic Epidemiology of HIV and TB drugs; 4) Immunopathogenesis of HIV-TB Co-infection and Disease; 5) HIV-TB Drug Hypersensitivity: Clinical Epidemiology and Molecular/Immune Pathogenesis Research; and 6) the interaction between HIV and COVID-19: Clinical Epidemiology and Immunology Research. We will award 15 fellowships (4 postdoctoral, 9 PhD, and 3 Master’s level), spread across the focus areas, with shared mentorship from the partner institutions. Of these 15 fellowships, 10 will be targeted to emerging black researchers. We will offer the following additional medium-term training opportunities: 3-10 month training periods at US institutions to learn a laboratory or analytical method for 4 fellows; attendance at the JHU Graduate Summer Institute of Epidemiology and Biostatistics for 4 fellows; and web-based epidemiology, biostatistics, and genetic epidemiology courses. Short-term training will include short courses on topics including grant and protocol writing, epidemiology, and biostatistics. We will hold monthly fellows seminars and an Annual Scientific Meeting. Seminars will include fellows’ research updates, Responsible Conduct of Research training, and career coaching topics. A novel aspect of our Program is the annual “Entry into HIV-TB research” symposium for medical students followed by electives and ongoing contact, with the objective of having the most talented and motivated students return to UCT to develop careers in HIV-TB research. The Program is led by Dr. Meintjes (PD/PI) with a Core Administrative Committee and a Steering Committee representing all partner institutions. Oversight will be provided by a Training Advisory Committee (TAC) chaired by Dr. Taryn Young (Stellenbosch University) with three other members (Drs. Aliyu, Beyrer and Mizrahi). An annual structured evaluation process will assess individual development and overall Program outputs, outcomes, and performance, and will involve a written report to and feedback from the TAC, which the PI and committees will use to improve the Program.