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) 项目概要 我们的 NRSA 培训核心 (TL1) 的战略目标支持劳动力发展目标 我们 CTSA 中心的目标是为“博士前学生提供转化科学方向和博士后方向” 被任命者接受与 CTSA 推进治疗学目标（药物、设备、 和预防措施）、临床干预和行为改变以改善健康”。这些目标是 通过让来自不同生物医学学科的学员参与创新的、基于能力的培训来满足 计划，以我们多学科的真实临床和转化 (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项目，如 在其他地方，擅长发展个人的特定学科知识和技术技能，但不太擅长 发展有效参与跨专业、多学科的核心能力 基于团队的研究环境对于将科学发现转化为人类健康的改善至关重要。 为了弥补这一差距，我们的具体目标是培养高技能的研究人员，他们既拥有综合能力 对构成其 C&T 研究基础的人类疾病的了解以及学习者在以下方面的适当能力 团队管理、领导力、冲突解决和谈判、跨专业沟通、利益相关者 参与、创业以及与人类受试者研究相关的监管/道德问题 和临床试验。自我们的项目启动以来，学员一直在学习基于能力的课程 使用最新的教学方法、主动学习方式和真实的体验。我们目前的 TL1 课程包括：1) 跨专业转化研究设计 (ITRD) 课程，2) 团队 博士前领导力研讨会； 3) 临床遭遇课程，以及 4) 论文/博士后研究 由科学和临床专家共同指导的项目。针对本次续签申请，我们介绍几项 新的培训举措包括：医学/生物信息学和机器学习、团队科学的新课程 （例如，TeamMAPPS）和社区参与的研究、全球卫生政策疫苗学轨道的基准，以及 创业培训的新机遇。培训将继续通过重复使用进行个性化 我们的学员和导师制定了个人发展计划 (IDP)。除了跟踪 NCATS 常见的 指标，我们跨多个 C&T 研究领域的学习者能力培训的结果将是 使用一套强大的评估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。需要训练有素的科技研究人员，具备推进新技术所需的知识和技能 改善人类健康的科学发现从未如此伟大。在 NIH/ 的进一步支持下 NCATS每年提供6个全职培训名额（4个博士前和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 项目概要/摘要 联系 PD/PI：Urban, Randall J. NRSA-Training-001 (207) J.NRSA 培训核心 参考 1. Aguado D、Rico R、Sánchez-Manzanares M、Salas E. 团队合作能力测试 (TWCT)：Astep 推进衡量团队合作能力。群体动力学：理论、研究和 实践。 2014；18(2), 101-121。不需要 PMCID。 2. Levine CB、Ansar M、Dimet A、Miller A、Moon J、Rice C、Schaeffer A、Andersson J、Ekpo-Out S、 McGrath E，Sarraj H.学生对医学和医学之间跨专业经验的评估 生物医学研究生。跨专业实践与教育研究杂志。 2019;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 为从事转化生物医学研究的研究生和医学生提供培训：检查自我 效能和自我洞察力。临床与转化科学杂志。 2018；2(1), 48-52。 PMCID 不 必需的。 第1274页 引用的参考文献