Research Education Component

研究教育部分

• 批准号: 10590719
• 负责人: HOWARD J AIZENSTEIN
• 金额: $ 12.7万
• 依托单位: UNIVERSITY OF PITTSBURGH AT PITTSBURGH
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-05-15 至 2025-02-28
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10590719
• 关键词: Acceleration; Aging; Alzheimer' s Disease; Alzheimer' s disease related dementia; Area; Basic Science; Clinical; Clinical Research; Complex; Dementia; Development; Education; Educational Curriculum; Environment; Evaluation; Event; Extramural Activities; Faculty; Fostering; Funding; Future; Future Generations; Goals; Grant; Growth; Infrastructure; Leadership; Manuscripts; Measures; Medical; Mentors; Mentorship; Modeling; Monitor; Neurosciences; Pathway interactions; Patients; Peer Review; Perception; Preparation; Process; Productivity; Research; Research Activity; Research Methodology; Research Personnel; Research Project Grants; Research Training; Resources; Scholars Program; Time; Training; Training Programs; Training and Education; Underrepresented Populations; Universities; Vision; Work; Writing; apprenticeship; career; career development; education research; experience; innovation; interest; leadership development; meetings; mid-career faculty; peer coaching; preservation; programs; recruit; senior faculty; skills; uptake

Recruitment and Education Component: Summary/Abstract: The primary goal of the Research Education Component (REC) is to identify, attract, and promote the career development of ADRD investigators. The PITT-ADRC REC assumes primary responsibility for executing the Center’s bold vision for advancing the ADRD research workforce with a particular emphasis on cultivating the growth of our field’s future leaders. The inclusion and promotion of junior investigators in multiple areas of dementia research within our PITT- ADRC is an important responsibility of our senior faculty. With over a dozen federally funded training programs (T32s) in the neurosciences and/or aging, the University of Pittsburgh has the infrastructure for scientific mentoring and a critical mass of trainees – both basic and clinical – with an interest in ADRD research. Through participation in the aforementioned training programs and/or one-on-one mentorship by a senior investigator, early stage investigators at Pitt have many excellent opportunities to develop their skills in clinical and basic research methodology, grant writing, and manuscript preparation. We plan to leverage these existing resources for career development at the University of Pittsburgh by providing an additional centralized program of ADRD-specific research mentoring and an innovative pathway for the development ADRD research leadership through the Optimizing Scientific Careers in AD Research (OSCAR) scholars program. The REC is tightly integrated with the Center’s cores. We view research training through a primarily apprenticeship model, where the trainees develop through one on one work with their mentors, many of whom are participating faculty in other cores of the ADRC. The REC will enhance the research education occurring in the cores by coordinating trainee-wide activities, individualizing curriculum (especially in matching clinical research activities), and devoting administrative support to organizing events, matching mentees with mentors, and developing centralized resources for navigating the complex clinical research and regulatory environment of ADRD research. If successful, this REC will have a large and sustained impact on the field by training new leaders. This leadership is essential for meeting the expanding needs of the growing ADRD research work force. The innovative OSCAR ADRC core leader training program can become a model for research education and leadership training across the ADC network.

招聘和教育部分：摘要/摘要： 研究性教育的首要目标 组件（REC）是为了识别、吸引和促进ADRD调查人员的职业发展。的 PITT-ADRC REC承担执行中心大胆愿景的主要责任， ADRD研究人员，特别强调培养我们领域未来领导者的成长。 在我们的PITT中纳入和促进痴呆症研究多个领域的初级研究人员- ADRC是我们高级教师的重要职责。 在神经科学和/或老龄化方面有十几个联邦资助的培训项目（T32）， 匹兹堡大学拥有科学指导的基础设施和大量的受训人员， 基础和临床-对ADRD研究感兴趣。通过参加上述培训， 计划和/或一对一的指导，由高级研究员，早期阶段的研究人员在皮特有许多 良好的机会，发展他们的技能，在临床和基础研究方法，赠款写作， 手稿准备。我们计划利用这些现有的资源在大学的职业发展 匹兹堡大学通过提供额外的ADRD特定研究指导集中计划和 通过优化科学职业发展ADRD研究领导力的创新途径 AD Research（OSCAR）Scholars Program的学生。 REC与中心的核心紧密结合。我们认为研究培训主要通过 学徒模式，学员通过与导师一对一的工作来发展，其中许多人 正在参与ADRC其他核心的教师。REC将加强研究教育， 通过协调受训者范围内的活动，个性化课程（特别是在匹配临床 研究活动），并为组织活动提供行政支持，为学员与导师牵线搭桥， 并开发集中资源，用于导航复杂的临床研究和监管环境 ADRD研究。 如果成功的话，该区域教育中心将通过培训新的领导人对该领域产生巨大而持续的影响。这 领导是必不可少的，以满足日益增长的ADRD研究工作队伍不断扩大的需求。的 创新的OSCAR ADRC核心领导者培训计划可以成为研究教育的典范， 通过ADC网络进行领导力培训。