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

摘要 尽管有明确和令人信服的证据表明预防性干预在预防药物使用方面的有效性 和滥用(SU/A)，这些方案对公共卫生的影响有限，因为#年的认识不足 社区设置。此申请旨在每年培训3名博士后和3名博士后研究员，以 开展研究，缩小现实实践与循证预防之间的差距 以SU/A为目标的干预措施建议的背景是更新我们目前由NIDA资助的T32(目前 在第5年)，并建立在T32培训漫长而成功的33年历史的基础上，该培训由 NIMH从1987-2014年，NIDA从2014年到现在。我们的培训计划是由翻译人员提供的 研究周期和钱伯斯和普罗科特关于早期职业传播培训的建议 实施(D&I)研究人员。训练在亚利桑那州立大学的REACH研究所举行，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。跨学科培训人员将从这些单位以及现有的合作者中挑选出来。 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。培训教员开展了许多由NIH资助的 协作研究团队设计、实施和评估基于理论的预防措施的项目 自然服务提供环境中的干预措施并研究与以下方面有关的实施科学问题 成功地吸收了程序。培训人员在SU/A预防、D&I、文化和卫生方面具有独特的优势 差异和研究方法(特别是定量方法)。该计划由一个 国家执行科学专家外部培训学院和社区咨询委员会 由来自服务提供环境(学校、法院、医疗保健和心理健康)的决策领导组成 护理环境)，我们与他们合作开展基于社区的研究项目。培训包括被指导的 研究学徒，正在进行的培训研讨会(包括道德和职业发展培训)， 基于个性化培训计划的SU/A和D&I必修课程以及其他相关经验 将与导师共同创建。通过课程和研究的量身定做的结合 学徒制，受训者获得设计实施干预措施的技能，文化模式 适应、基于技术的干预、基于社区的参与性研究、实施理论 并进行了设计、组织特点和经济分析。我们学员的研究贡献 将在现实世界实践中更多地采用循证干预措施，帮助实现其公众 在人口层面上对健康的影响。

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.