NRSA Training Core

NRSA 培训核心

• 批准号: 10101759
• 负责人: MARK R HELLMICH
• 金额: $ 36.4万
• 依托单位: UNIVERSITY OF TEXAS MED BR GALVESTON
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-08-18 至 2025-03-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10101759
• 关键词: Active Learning; Address; Assessment tool; Behavior Therapy; Bioinformatics; Biomedical Research; Clinical; Clinical Research; Clinical Sciences; Clinical Trials; Communication; Communities; Competence; Development Plans; Devices; Discipline; Education; Educational Curriculum; Educational workshop; Entrepreneurship; Environment; Ethical Issues; Evaluation; Goals; Health; Health Policy; Healthcare; Human; Human Subject Research; Individual; Intervention; Journals; Knowledge; Leadership; Machine Learning; Measures; Mediation; Medical; Medical Students; Mentors; Modality; Moon; National Research Service Awards; Outcome; Pharmaceutical Preparations; Positioning Attribute; Publications; Research; Research Design; Research Personnel; Research Project Grants; Research Training; Rice; Science; Self Efficacy; Students; TNFSF15 gene; Technical Expertise; Testing; Therapeutic; Time; Training; Training Programs; Translating; Translational Research; United States National Institutes of Health; Workforce Development; base; clinical encounter; conflict resolution; education research; experience; global health; graduate student; human disease; improved; innovation; insight; learning materials; multidisciplinary; pedagogical content; pre-doctoral; programs; skills; theories; training opportunity; translational scientist; vaccinology; workforce needs

Contact PD/PI: Urban, Randall J. NRSA-Training-001 (207) J. NRSA Training Core (TL1) Project Summary The strategic objectives of our NRSA Training Core (TL1), which support the workforce development goals of our CTSA hub, are to provide “predoctoral students orientation to translational science and postdoctoral appointees advanced research training aligned with CTSA goals of advancing therapeutics (drugs, devices, and preventatives), clinical interventions, and behavioral modifications to improve health”. These objectives are being met by engaging trainees from diverse biomedical disciplines in an innovative, competency-based training program, centered on the authentic clinical and translational (C&T) research practices of our Multidisciplinary Translational Teams (MTTs). Existing curricula and training programs in the biomedical sciences at UTMB, as elsewhere, excel at developing an individual’s discipline-specific knowledge and technical skills, but are less adept at developing the core competencies needed to effectively participate in the interprofessional, multidisciplinary team-based research environment critical to translate scientific discoveries into improvements in human health. To address this gap, our Specific Aim is to produce highly skilled researchers who possess both an integrated knowledge of the human diseases that underlie their C&T research and learner-level appropriate competency in team management, leadership, conflict resolution and negotiations, interprofessional communication, stakeholder engagement, entrepreneurship, and the regulatory/ethical issues associated with human-subjects research and clinical trials. Since our program’s inception, trainees have engaged in a competency-based curriculum using the latest pedagogical approaches, active learning modalities, and authentic experiences. Our current TL1 curriculum includes: 1) the Interprofessional Translational Research Design (ITRD) Course, 2) a Team Leadership Workshop for predocs; 3) the Clinical Encounters course, and 4) dissertation/postdoctoral research projects co-mentored by both scientific and clinical experts. For this renewal application, we introduce several new training initiatives including: new courses in medical-/bio-informatics and machine learning, team science (e.g., TeamMAPPS) and community-engaged research, a bench-to-global health policy Vaccinology Track, and new opportunities for training in entrepreneurship. Training will continue to be personalize through reiterative use of the Individual Development Plan (IDP) by our trainees and mentors. In addition to tracking NCATS common metrics, the outcomes of our training on learner competency across multiple C&T research domains will be assessed using a robust set of rubrics and validated assessment tools. Results will continue to be disseminated to the education and research communities through, on-line course materials, publications, presentations and workshops. The need for well-trained C&T researchers with the knowledge and skills needed to advance new scientific discoveries into improvements in human health has never been greater. With further support from NIH/ NCATS for 6 full-time training slots (4 predoctoral and 2 postdoctoral) and 10 short-term positions annually, we will continue to prepare the biomedical workforce needed to solve the health care challenges of the 21st century. Page 1273 Project Summary/Abstract Contact PD/PI: Urban, Randall J. NRSA-Training-001 (207) J. NRSA Training Core References 1. Aguado D, Rico R, Sánchez-Manzanares M, Salas E. Teamwork Competency Test (TWCT): Astep forward on measuring teamwork competencies. Group Dynamics: Theory, Research, and Practice. 2014;18(2), 101-121. PMCID not required. 2. Levine CB, Ansar M, Dimet A, Miller A, Moon J, Rice C, Schaeffer A, Andersson J, Ekpo-Out S, McGrath E, Sarraj H. Student Evaluation of Interprofessional Experiences Between Medical and Graduate Biomedical Students. Journal of Research in Interprofessional Practice and Education. 2019;9(1). PMCID not required. 3. Chao C, Wooten K, Spratt H, Sarraj H, Aronson J, Hommel J, Hellmich M. Integration of leadership training for graduate and medical students engaged in translational biomedical research: Examining self- efficacy and self-insight. Journal of Clinical and Translational Science. 2018;2(1), 48-52. PMCID not required. Page 1274 References Cited

联系PD/PI：Urban，Randall J.NRSA-Training-001(207) J.NRSA培训核心(TL1) 项目摘要 支持劳动力发展目标的NRSA培训核心(TL1)的战略目标 我们CTSA中心的主要任务是为翻译科学的博士后和博士后提供方向 被任命的高级研究培训与CTSA推进治疗学(药物、设备、 和预防措施)、临床干预和改善行为以改善健康“。这些目标是 通过让不同生物医学学科的学员参加基于能力的创新培训来满足他们的需求 计划，以我们多学科的真实临床和翻译(C&T)研究实践为中心 翻译团队(MTT)。UTMB现有的生物医学课程和培训方案，如 在其他方面，擅长发展个人特定学科的知识和技术技能，但不太熟练 开发有效参与跨专业、多学科的核心能力 以团队为基础的研究环境对将科学发现转化为改善人类健康至关重要。 为了解决这一差距，我们的具体目标是培养既拥有完整的 对支撑其C&T研究的人类疾病的知识和学习者级别的适当能力 团队管理、领导力、冲突解决和谈判、专业间沟通、利益相关者 与人类受试者研究相关的参与度、企业家精神和监管/伦理问题 和临床试验。自我们的计划开始以来，实习生参与了基于能力的课程 使用最新的教学方法、积极的学习方式和真实的体验。我们目前的情况 TL1课程包括：1)跨专业翻译研究设计(ITRD)课程，2)团队 博士后领导力研讨会；3)临床接触课程；4)论文/博士后研究 由科学和临床专家共同指导的项目。对于此续订申请，我们介绍了几个 新的培训举措包括：医学/生物信息学和机器学习、团队科学方面的新课程 (例如，TeamMAPPS)和社区参与的研究，从工作台到全球的卫生政策疫苗学轨道，以及 提供创业培训的新机会。培训将继续通过反复使用实现个性化 我们的学员和导师对个人发展计划(IDP)的支持。除了跟踪NCATS常见的 指标，我们对多个C&T研究领域的学习者能力培训的结果将是 使用一套可靠的标准和经过验证的评估工具进行评估。结果将继续传播。 通过在线课程材料、出版物、演示文稿和 研讨会。需要训练有素、具有推进新技术所需知识和技能的C&T研究人员 在改善人类健康方面的科学发现从未像现在这样伟大。在美国国立卫生研究院/ NCATS每年6个全日制培训时段(4个博士后和2个博士后)和10个短期职位，我们 将继续培养解决21世纪医疗保健挑战所需的生物医学劳动力。 第1273页 项目摘要/摘要 联系PD/PI：Urban，Randall J.NRSA-Training-001(207) J.NRSA培训核心 参考文献 1.Aguado D，Rico R，S-Manzanares M，Salas E.团队合作能力测试：ASTEP 在衡量团队合作能力方面向前迈进。群体动力学：理论、研究和 练习一下。2014；18(2)，101-121。不需要PMCID。 2.莱文·CB、安萨尔·M、迪梅特·A、米勒·A、穆恩·J、赖斯·C、谢弗·A、安德森·J、埃克波-奥特·S、 McGrath E，Sarraj H.学生对医学和医学之间的交叉专业经验的评估 生物医学研究生。跨专业实践与教育研究杂志。 2019年；9(1)。不需要PMCID。 3.Chao C，Wooten K，Spratt H，Sarraj H，Aronson J，Hommel J，Hellmich M.领导力整合 对从事转化性生物医学研究的研究生和医学生的培训：自我检查 功效和自知之明。临床与转化科学杂志。2018年；2(1)，48-52。PMCID备注 必填项。 第1274页 引用的参考文献