Research training in drug abuse prevention: closing the research-practice gap

摘要 尽管有明确且令人信服的证据表明预防性干预措施在预防药物滥用方面的有效性 和滥用（SU/A），这些计划对公共健康的影响因缺乏充分的吸收而受到限制。 社区设置。该申请旨在每年培养 3 名博士前研究员和 3 名博士后研究员 进行研究以缩小现实世界实践与基于证据的预防之间的差距 针对 SU/A 的干预措施。拟议的背景是更新我们目前由 NIDA 资助的 T32（目前 第 5 年），并建立在 T32 培训 33 年悠久而成功的历史之上，该培训由 NIMH（1987 年至 2014 年）和 NIDA（2014 年至今）。我们的培训计划以翻译为基础 研究周期以及钱伯斯和普罗克托关于早期职业培训的建议 传播和 实施 (D&I) 研究人员。培训地点为ASU REACH Institute，参与单位 包括亚利桑那州立大学 (ASU) 心理学系和社会与家庭学院 动力学。跨学科培训师资将来自这些单位以及现有的合作者 来自健康解决方案学院，W.P.凯里商学院、埃德森护理与健康学院 创新、富尔顿工程学院、休唐斯人类传播学院、 犯罪学和社会正义，以及社会工作学院。培训教师进行了多次 NIH 资助的培训 协作研究团队设计、实施和评估基于理论的预防性项目 对自然服务提供环境的干预并研究与以下相关的实施科学问题 成功的计划吸收。培训师资力量在 SU/A 预防、D&I、文化和健康方面具有独特优势 差异和研究方法（特别是定量方法）。该计划由一个 外部培训 国家实施科学专家和社区咨询委员会组成的学院 由服务提供机构（学校、法院、医疗保健和心理健康部门）的决策领导者组成 护理机构），我们与他们合作开展基于社区的研究项目。培训包括指导 研究学徒、持续培训研讨会（包括道德和职业发展培训）， SU/A 和 D&I 的必修课程，以及基于个性化培训计划的其他相关经验 将与导师共同创建。通过课程作业和研究的定制组合 学徒制，受训者获得设计实施干预措施、文化模型的技能 适应、基于技术的干预、基于社区的参与性研究、实施理论 和设计、组织特征和经济分析。我们的学员的研究贡献 将在现实世界实践中更多地采用基于证据的干预措施，帮助实现其公众 对人口层面的健康影响。

Abstract Despite clear and convincing evidence for the efficacy of preventive interventions in preventing substance use and abuse (SU/A), the public health impact of these programs has been limited by inadequate uptake in community settings. This application seeks to train 3 pre-doctoral and 3 post-doctoral fellows annually to conduct research that reduces the gap between real-world practice and evidence-based preventive interventions targeting SU/A. The proposed background is a renewal of our current NIDA-funded T32 (currently in Year 5) and builds on a lengthy and successful 33-year history of T32 training that has been funded by NIMH from 1987-2014 and NIDA from 2014-present. Our training program is informed by the translational research cycle and Chambers and Proctor's recommendations on training for early career Dissemination & Implementation (D&I) researchers. The training is housed at ASU's REACH Institute, and participating units include the Arizona State University (ASU) Department of Psychology and School for Social and Family Dynamics. The interdisciplinary training faculty will be drawn from these units, as well as existing collaborators from College of Health Solutions, W.P. Carey Colleges of Business, Edson College of Nursing and Health Innovation, Fulton Schools of Engineering, Hugh Downs School of Human Communications, School of Criminology and Social Justice, and the School of Social Work. Training faculty conduct numerous NIH-funded projects in which collaborative research teams design, implement, and evaluate theory-based preventive interventions in natural service delivery settings and study the implementation science questions related to successful program uptake. Training faculty have unique strengths in SU/A prevention, D&I, culture and health disparities, and research methodology (particularly quantitative methods). The program is guided by an External Training Faculty of national experts in implementation science and a Community Advisory Board composed of decision leaders from service delivery settings (schools, courts, health care, and mental health care settings), with whom we partner on community-based research projects. Training consists of mentored research apprenticeships, an ongoing training seminar (including training in ethics and career development), required courses in SU/A and D&I, and other relevant experiences based on Individualized Training Plans that will be co-created with mentors. Through this tailored combination of coursework and research apprenticeships, trainees acquire skills in designing interventions for implementation, models of cultural adaptation, technology-based interventions, community-based participatory research, implementation theory and design, organizational characteristics, and economic analysis. The research contributions of our trainees will increase the adoption of evidence-based interventions in real world practice, helping to realize their public health impact at the population level.