Research Education Core

研究教育核心

• 批准号: 10631886
• 负责人: CHRISTIAAN LEEUWENBURGH
• 金额: $ 18.98万
• 依托单位: UNIVERSITY OF FLORIDA
• 依托单位国家: 美国
• 财政年份: 2007
• 资助国家: 美国
• 起止时间: 2007-06-01 至 2027-03-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10631886
• 关键词: Achievement; Address; Adult; Age; Aging; Alzheimer' s Disease; American; Aptitude; Area; Attention; Award; Basic Science; Behavioral; Behavioral Sciences; Bioinformatics; Biological Markers; Biometry; Biostatistics Core; Career Choice; Clinical; Clinical Research; Clinical Sciences; Common Core; Competence; Competency-Based Education; Core Facility; Data Science; Developed Countries; Development; Development Plans; Disease; Elderly; Ensure; Environment; Epidemiology; Evaluation; Extramural Activities; Face; Fellowship; Florida; Fostering; Funding; Future; Geriatrics; Goals; Health; Home; Individual; Institute of Medicine (U.S.); Interdisciplinary Study; Intervention; Investigation; K-Series Research Career Programs; Knowledge; Leadership; Mentors; Mentorship; Minority; Mission; Monitor; Neurology; Older Population; Operative Surgical Procedures; Pain; Persons; Physical therapy; Population; Population Research; Population Sciences; Postdoctoral Fellow; Process; Public Health; Qualifying; Research; Research Personnel; Research Project Grants; Research Support; Research Training; Resources; Role; Scholars Program; Science; Scientist; Stress; Structure; Talents; Technology; Testing; Time; Training; Training Activity; Translational Research; Translations; Travel; Tsunami; United States; United States Department of Veterans Affairs; United States National Institutes of Health; Universities; Wages; Woman; age group; aged; career; career development; clinical center; college; disability; doctoral student; education planning; education research; effective intervention; experience; health disparity; insight; interdisciplinary approach; next generation; pre-clinical research; preservation; prevent; professor; programs; recruit; research and development; responsible research conduct; skill acquisition; skills; social; translational pipeline

Summary The older population will more than double from 35 million in 2000 to 72 million in 2030 and comprise almost 20% of the U.S. population. To help preserve older Americans’ mobility and independence, the University of Florida (UF) Older Americans Independence Center (OAIC) Research Education Core (REC) promotes the development of independent investigators in interdisciplinary research on aging related to “promotion of mobility and independence.” This core emphasizes the competency-based development of research and leadership skills for conducting high-impact research across the translational spectrum. Key to this approach is our partnerships with UF’s NIH-funded Clinical and Translational Science Institute (CTSI), the UF Center for Advancing Minority Pain and Aging Science (CAMPAS), the Veterans Affairs (VA) Geriatric Research Education and Clinical Center (GRECC), the Florida Alzheimer’s Disease Research Center (ADRC), and all of our University colleges. The REC leverages and contributes to other internal and external initiatives providing career support, including UF resources and programs; NIH and other extramural career-development awards, diversity supplements, research awards, and fellowships; and CTSI and VA support. The REC supports the research training of REC Scholars who span the spectrum from beginning trainees (post-doctoral students) to assistant professors who have not yet obtained funding for major (R01-level) research grants. REC Scholars receive direct salary support from the REC to protect their time for career development and research. They also benefit from REC mentorship and training activities, access to other OAIC Core support, and travel resources. In our first year, we propose to support an interdisciplinary group of four REC Scholars from four different UF departments (Physical Therapy, Surgery, Aging and Geriatric Research, and Neurology). Among these REC Scholars, two have clinical degrees and responsibilities; one is a woman. The REC’s overarching goal is to recruit, select, and train talented REC Scholars committed to advancing translational science and to integrating clinical insights of health/disease and independence/disability in older adults. Using knowledge of advances in basic and clinical research findings, REC Scholars will strive to find potential interventions that will promote mobility and independence in older adults. To facilitate team science and a translational perspective, we emphasize an interdisciplinary career-development plan supported by a diverse cadre of scientists (basic, translational, social, behavioral, biostatistics, epidemiological, and clinical). Tailored career-development plans for each proposed REC-supported Scholar include, but are not limited to: a) a research project integrated with this OAIC’s theme; b) a formal training strategy that stresses the integration of basic and clinical research and interactions across the OAIC research spectrum and exploits the resources of the other OAIC Core facilities; c) a formal mentorship program that uses a team approach to foster translational science approaches; and d) a monitoring process to evaluate trainees’ progress formally using specific milestones and achievements.

概括 老年人的人口将从2000年的3500万增加到2030年的7200万人，几乎完成 20％的美国人口。为了帮助维护老年人的流动性和独立性，大学 佛罗里达州（UF）老年美国人独立中心（OAIC）研究教育核心（REC）促进 与“促进 流动性和独立性。”这个核心强调了基于能力的研究和 在翻译范围内进行高影响研究的领导技能。这种方法的关键是 我们与UF资助的临床和转化科学研究所（CTSI）的合作伙伴关系，UF中心 推进少数族裔疼痛和老化科学（CAMPAS），退伍军人事务（VA）老年研究 教育与临床中心（GRECC），佛罗里达州阿尔茨海默氏病研究中心（ADRC）和所有 我们的大学学院。 REC的利用并为其他内部和外部举措做出贡献 职业支持，包括UF资源和计划； NIH和其他校外职业发展奖， 多样性补充，研究奖和奖学金；以及CTSI和VA支持。 Rec支持 从初学者（博士后学生）到范围跨越谱系的REC学者的研究培训 尚未获得主要（R01级）研究补助金的资金的助理教授。娱乐学者 从REC获得直接的薪水支持，以保护他们的职业发展和研究时间。他们 还受益于恢复思想和培训活动，获得其他OAIC核心支持以及旅行 资源。在第一年，我们建议支持一个来自四个学者的跨学科小组 不同的UF部门（物理治疗，手术，衰老和老年研究以及神经病学）。之中 这些REC学者，两个具有临床学位和责任。一个是女人。 Rec的总体 目标是招募，选择和培训有才华的娱乐学者，致力于推进转化科学和 整合老年人健康/疾病和独立性/残疾的临床见解。使用知识 基本和临床研究结果的进步，REC学者将努力寻找潜在的干预措施 促进老年人的流动性和独立性。为了促进团队科学和翻译的观点， 我们强调了一项跨学科的职业发展计划，该计划由科学家的潜水员干部（基本，， 翻译，社会，行为，生物统计学，流行病学和临床）。量身定制的职业发展计划 对于每个拟议的康复支持的学者都包括但不限于：a）与 这个OAIC的主题； b）一种正式的培训策略，强调基础研究和临床研究的整合以及 在OAIC研究范围内进行的相互作用，并探索其他OAIC核心设施的资源； c） 一种正式的Mentalship计划，使用团队方法来培养翻译科学方法；和d）a 监视过程以使用特定的里程碑和成就正式评估受训者的进度。