Research Education Core

项目总结 这项培训活动的背景是太平洋岛屿癌症健康平等伙伴关系(PIPCHE) 关岛大学(UOG)和夏威夷大学癌症中心(UHCC)之间的合作是独特的 种族多样性及其偏远地区。太平洋岛民在全国的代表性极低 生物医学劳动力，这限制了癌症健康差距的研究和预防方面的进展。皮切尔 阐述了在太平洋岛民癌症研究人员培训的背景下 区域。前两个周期的影响是显著的。关岛没有癌症中心，年轻人 尽管癌症的发病率很高，但研究人员和学生没有机会参与癌症研究 很多癌症。在过去10年中，关岛和密克罗尼西亚的研究培训基础设施 已经建成；许多UOG教职员工正在与UCC合作进行癌症研究。自启动以来 PIPCHE，两名之前的实习生进入了UOG的教职员工职位，第一周期支持的两名毕业生是 目前在美国本土担任教职，一名实习生目前受雇于美国国立理工学院 少数群体健康差距。到目前为止，已有10名学员在不同的地点参加了博士课程。中的 45名PIPCHE研究助理，至少9人参加了研究生和专业学位课程。这 研究教育核心(REC)将继续成功的道路，有三个具体目标：1)提供 为太平洋岛民学生提供指导、支持和获得研究技能和经验的机会 攻读硕士学位，重点是太平洋岛屿地区与癌症相关的健康差距。 学生将在UOG或UHCC获得支持，在UOG没有提供的项目中得到支持，并在研究中得到指导 在一名或多名PIPCHE教员的监督下进行的项目。由在线课程组成的扩展课程 课程和一个期刊俱乐部将讨论癌症研究中的关键当前主题。2)提供指导、支持 以及为对癌症健康感兴趣的学生提供获得研究技能和经验的机会 太平洋地区攻读研究生学位课程(硕士或博士)的人数差距很大。学生们将 参与UCC领导的生物医学、流行病学、心理社会和社区研究项目 教职员工。3)支持、指导和发展早期调查员成为#年的独立调查员 在指导委员会、年度手稿和拨款撰写的帮助下，癌症健康差距 研讨会、出席科学会议和课程发布。结合了重要的增强功能 在拟议的项目中：由于高收入，每年增加对UOG硕士学生的支持从4人增加到6人 需求；与太平洋健康差距有关的新的在线模块；将UCC的资金从 博士生到硕士研究生；为参加科学会议的实习生提供旅行奖学金；年度强化培训 在UOG举办写作讲习班，以提高已发表手稿的产出和赠款申请；实施 指导委员会和基金，为EIS提供受保护的拨款和手稿写作时间。

PROJECT SUMMARY The setting of this training activity within the Pacific Island Partnership for Cancer Health Equity (PIPCHE) between the University of Guam (UOG) and the University of Hawai‘i Cancer Center (UHCC) is unique in its ethnic diversity and its distant location. Pacific Islanders are extremely underrepresented in the nation’s biomedical workforce, which limits progress in research and prevention of cancer health disparities. PIPCHE addresses training Pacific Islander cancer researchers in the context of the vast diversity and geography of the region. The impact of the two previous cycles is remarkable. Without a cancer center in Guam, young researchers and students had no opportunity to be involved in cancer research despite the high incidence of many cancers. During the past 10 years, an infrastructure for research training in Guam and Micronesia has been built; many UOG faculty members are collaborating in cancer research with UHCC. Since the initiation of PIPCHE, two previous trainees moved into faculty positions at UOG, two graduates supported in cycle one are now in faculty positions on the US mainland, and one trainee is now employed at the National Institute of Minority Health Disparities. To date, ten trainees have entered doctoral programs in different locations. Of the 45 PIPCHE research assistants, at least nine went on graduate and professional degree programs. This Research Education Core (REC) will continue the successful path with three specific aims: 1) Provide guidance, support and opportunities to acquire research skills and experience to Pacific Islander students pursuing a master’s degree with a focus on cancer-related health disparities in the Pacific Island region. Students will be supported at UOG, or at UHCC in programs not offered at UOG, and mentored in a research project under the supervision of one or more PIPCHE faculty. An expanded curriculum consisting of an online course and a journal club will address critical current topics in cancer research. 2) Provide guidance, support and opportunities to acquire research skills and experience for students interested in cancer health disparities in the Pacific who are enrolled in a graduate degree program (master’s or doctoral). Students will participate in biomedical, epidemiologic, psychosocial, and community-based research projects led by UHCC faculty. 3) Support, guide and develop Early Stage Investigators (ESIs) to become independent investigators in cancer health disparities with the help of a mentoring committee, an annual manuscript and grant writing workshop, attendance at scientific meetings, and course releases. Important enhancements are incorporated into the proposed program: increasing support from four to six UOG master’s students per year due to high demand; novel online modules related to health disparities in the Pacific; extension of UHCC funding from doctoral to master’s students; travel scholarships for trainees to attend scientific meetings; an annual intensive writing workshop at UOG to improve output in published manuscripts and grant applications; implementation of mentoring committees and funds to provide ESIs with protected time for grant and manuscript writing.