NRSA Training Core

联系PD/PI：Urban，Randall J. NRSA-Training-001（207） J. NRSA培训核心（TL 1） 项目摘要 我们的NRSA培训核心（TL 1）的战略目标，支持劳动力发展目标 我们的CTSA枢纽，是提供“博士前学生方向转化科学和博士后 任命先进的研究培训与CTSA的目标，推进治疗（药物，设备， 和预防），临床干预和行为改变，以改善健康”。这些目标 通过让来自不同生物医学学科的学员参加创新的、基于能力的培训， 计划，集中在我们的多学科的真实临床和转化（C&T）研究实践 翻译团队（MTT）。UTMB生物医学科学的现有课程和培训计划， 在其他地方，擅长发展个人的专业知识和技术技能，但不太熟练 在发展所需的核心能力，有效地参与跨专业，多学科， 以团队为基础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。 为了解决这一差距，我们的具体目标是培养高技能的研究人员，他们既拥有综合的 人类疾病的知识，其基础的C&T研究和学习者水平的适当能力， 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，创业精神，以及与人类受试者研究相关的监管/道德问题 和临床试验。自从我们的计划开始以来，学员们已经参与了一个基于能力的课程 使用最新的教学方法，积极的学习方式和真实的经验。我们目前 TL 1课程包括：1）跨专业翻译研究设计（ITRD）课程，2）团队 为predocs领导研讨会; 3）临床接触课程，和4）论文/博士后研究 由科学和临床专家共同指导的项目。对于此更新应用程序，我们介绍几个 新的培训举措包括：新的医学/生物信息学和机器学习课程，团队科学 (e.g., TeamMAPPS）和社区参与的研究，一个从基准到全球卫生政策的疫苗学跟踪，以及 创业培训的新机会。培训将继续通过重复使用来个性化 个人发展计划（IDP）由我们的学员和导师。除了跟踪NCATS常见的 指标，我们在多个C&T研究领域对学习者能力的培训结果将是 使用一套强大的规则和经过验证的评估工具进行评估。将继续传播成果 通过在线课程材料、出版物、演示文稿和 工作坊.需要训练有素的C&T研究人员的知识和技能，以推动新的 科学发现对人类健康的改善从未如此之大。在NIH的进一步支持下， NCATS的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，每年，我们 将继续培养生物医学人才，以应对世纪的卫生保健挑战。 第1273页 项目总结/摘要 联系PD/PI：Urban，Randall J. NRSA-Training-001（207） J. NRSA培训核心 引用 1. [10]杨文，王晓，王晓刚.团队合作能力测试（TWCT）：Astep 衡量团队合作能力。团体动力学：理论、研究与 实践2014;18（2），101-121.不需要PMCID。 2. Levine CB，Ansar M，Dimet A，米米勒A，Moon J，Rice C，Schaeffer A，Andersson J，Ekpo-Out S， 放大图片作者：麦格拉思E.医学和医学之间的跨专业经验的学生评价 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.领导力的整合 从事转化生物医学研究的研究生和医学生的培训： 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

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