Luna International Indigenous Health Research Training Program

美洲的土著人口(IP)(即美洲印第安人/阿拉斯加土著[AIAN]；土著拉丁语 美洲人-普韦布洛斯印第安人)，夏威夷人(夏威夷土著-卡纳卡人‘Ōiwi)和美国太平洋领土(例如， 如来S(āMoa)和尼泊尔(Adivasi Janajati)在坚持不懈和可怕的方面有一个令人不安的共同点 健康差距。尽管存在如此明显的差异，但缺乏基于文化的研究 解决他们在生物医学和社会行为健康方面的关切。训练有素的强大网络 致力于文化相关研究的土著学者将为改善健康差距做出贡献 在IP中。这一新的应用程序响应RFA-MD-18-007《NIMHD少数民族健康和健康》 差异研究培训(MHRT)计划(T37)，“旨在发展露娜计划：国际 土著卫生研究培训计划--为期12周的国际卫生研究培训机会 拉丁美洲(秘鲁和危地马拉)、尼泊尔和夏威夷的45名合格博士后和博士后实习生 来自历史上在生物医学和社会行为研究事业中代表性不足的知识产权。 露娜计划建立在我们马希纳计划(T37)的成功基础上，该计划最初是通过三方开发的 密歇根大学、奥克兰大学和夏威夷大学在本科生知识产权方面的合作。这是一项新的 应用程序将我们的努力扩展到拉丁美洲(危地马拉和秘鲁)、南亚(尼泊尔)和 夏威夷/大洋洲，重点培训博士后和博士后实习生。全面实现 露娜博士研究生培养目标：5年内每年选拔博士后和博士后9人 世卫组织将接受为期12周的有指导的国际夏季研究培训计划，其中包括： (1)土著健康研究所的一个为期5天的定向和研究培训机构 华盛顿大学，随后是为期10周的国际暑期研究培训(ISRT)项目， 东道国和相关的社区研究地点；(2)由 具有社会、文化和历史专业知识的国家网站P接受者和导师的国际网络 土著健康和健康差距的决定因素、CBPR、土著伦理和研究协议， 和本土研究方法；(3)与P受体和现场的社区研究接触 将提供受监督的实地研究经验和跟踪机会的导师；(4)为期4天的补助金 开发和写作研讨会，以制作基于外国的NIH拨款提案和出版物 国家研究培训经验；(5)为发展提供行政、编辑和技术援助 会议报告和撰写稿件供出版；(6)常年多学科学习 通过研讨会系列、网络研讨会和国内机构演讲提供机会；(7)访问网站和 Listserv，以促进相关研究、信息和机会的共享；以及，(8)进程 对该计划进行评估，以确定其成功的关键因素。

Indigenous populations (IP) of the Americas (i.e., American Indians/Alaska Natives [AIAN]; Indigenous Latin Americans- pueblos Indígenas), the Hawaiian (Native Hawaiian-Kanaka ‘Ōiwi) and US Pacific Territories (e.g., tagata Sāmoa), and Nepal (Adivasi Janajati) share a troubling commonality with respect to persistent and dire health disparities. Despite such glaring disparities, there is a paucity of culturally grounded research addressing their biomedical and socio-behavioral health concerns. A strong network of highly trained Indigenous scholars dedicated to culturally relevant research would contribute to ameliorating health disparities among IP. This new application, in response to RFA-MD-18-007 “NIMHD Minority Health and Health Disparities Research Training (MHRT) Program (T37),” is designed to develop the Luna Program: International Indigenous Health Research Training Program an international 12-week health research training opportunity in Latin America (Peru & Guatemala), Nepal, and in Hawai’i to 45 qualified doctoral and post-doctoral trainees from IP who have been historically underrepresented in biomedical and sociobehavioral research careers.The Luna program builds on the success of our Mahina Program (T37), originally developed through a tripartite partnership of the UW, University of Auckland, and University of Hawai’I for undergraduate IP. This new application extends our efforts into Latin America (Guatemala and Peru), South Asia (Nepal), and Hawai’i/Oceania with a focused approach to training doctoral and post-doctoral trainees. To achieve the overall objectives of the Luna MHRT, we will select 9 pre-doctoral and post-doctoral students per year over 5 years who will undergo a structured international 12-week mentored summer research training program that includes: (1) a 5-day orientation and research training institute at the Indigenous Wellness Research Institute at the University of Washington, followed by a 10-week International Summer Research Training (ISRT) program at the host country and associated community-based research sites; (2) supervision and training by an international network of country site Preceptors and mentors with expertise in social, cultural, and historical determinants of Indigenous health and health disparities, CBPR, Indigenous ethics and research protocols, and Indigenous research methodologies; (3) community-based research exposure with Preceptors and on-site mentors who will provide supervised field research experiences and shadowing opportunities; (4) a 4-day grant development and writing workshop to produce a NIH grant proposal and publication based on the foreign country research training experience; (5) administrative, editorial, and technical assistance for developing conference presentations and writing manuscripts for publication; (6) year-round multidisciplinary learning opportunities via seminar series, webinars, and presentations at home institutions; (7) access to a website and listserv to facilitate the sharing of relevant research, information, and opportunities; and, (8) a process evaluation of the program to identify factors key to its success.