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Core G: Research Education Component (RL5)

核心 G：研究教育部分 (RL5)

基本信息

批准号：
10669655
负责人：
PATRICIA A BOYLE
金额：
$ 5.99万
依托单位：
RUSH UNIVERSITY MEDICAL CENTER
依托单位国家：
美国
项目类别：
财政年份：
2021
资助国家：
美国
起止时间：
2021-09-01 至 2026-06-30
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10669655
关键词：
Address Aging Alzheimer disease prevention Alzheimer&apos s Disease Alzheimer&apos s disease related dementia Area Biochemical Biological Biology Clinical Collaborations Complement Complex Data Dementia Development Diagnosis Discipline Education Educational Activities Epidemiology Etiology Faculty Future Goals Health Disparities Research Home Institution Interdisciplinary Study Internships Knowledge Language Learning Link Mentors Mentorship Methodology Molecular Neuroepidemiology Neurology Neuropsychology Neurosciences Pathogenesis Productivity Research Research Personnel Research Priority Resources Scientist Structure Talents Techniques Training Work design education research ethnic diversity experience health disparity innovation interdisciplinary collaboration knowledgebase multi-ethnic multidisciplinary neuroimaging neuropathology novel novel strategies preference racial diversity skills symposium

项目摘要

ABSTRACT – RESEARCH EDUCATION COMPONENT The overall goal of the Research Education Component (REC) is to develop high quality investigators engaged in transformative interdisciplinary research on the etiology, pathogenesis, diagnosis, treatment, and prevention of Alzheimer’s dementia and related dementias (AD/ADRD). Recent advances, particularly the application of high throughput biochemical and molecular techniques and novel approaches to integrate multilevel and multiethnic data, offer an unprecedented opportunity for scientific progress but also pose unique challenges for investigators engaged in aging research. Optimization of emerging methodologies in high impact research requires talented scientists capable of sharing knowledge and methodologies across disciplines. Truly interdisciplinary research can be difficult to accomplish, however. Barriers include limited shared knowledge among investigators from diverse disciplines and changing dynamics in the field; junior investigators increasingly hold expertise in emerging methodologies but may lack a full appreciation of their potential to address critical gaps in knowledge, and senior investigators with a deep understanding of these gaps may be unfamiliar with emerging methodologies. New integrative and multidirectional learning opportunities (i.e., learning flows from investigators of all levels across disciplines and institutions) are needed to facilitate efficient knowledge transfer and productive partnership among diverse investigators. The REC will capitalize on a highly multidisciplinary faculty and implement an integrative and multidirectional approach to facilitate truly interdisciplinary aging research with a focus on emerging methodologies and high priority areas such as health disparities. Toward this end, the REC will provide cross-disciplinary training in key disciplines relevant to aging and link this to new training in emerging methodologies and health disparities research using the highly unique clinical, biologic and biospecimen data generated at Rush. The REC will work with all other Rush ADRC Cores to implement and oversee a variety of educational activities, including 1) a monthly Neuroepidemiology of Aging Seminar; 2) intensive mini-internship training in emerging methodologies and health disparities, 3) individualized mentoring, and 4) participation in the RADC annual Aging Research Forum. Via careful integration with the other Rush ADRC Cores, the REC will develop highly skilled interdisciplinary investigators capable of leveraging contemporary approaches in high impact and innovative AD/ADRD research.

摘要——研究型教育的组成部分