The Hopkins Undergraduate Summer Training and Research (USTAR) Program

霍普金斯大学本科生暑期培训与研究 (USTAR) 计划

• 批准号: 10624300
• 负责人: GEORGE W. REBOK
• 金额: $ 40.15万
• 依托单位: JOHNS HOPKINS UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-06-01 至 2027-02-28
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10624300
• 关键词: Address; Adult; Aging; Alzheimer' s Disease; Alzheimer' s disease related dementia; Area; Baltimore; Behavior; Behavioral; Behavioral Sciences; Biological; Biomedical Research; Biometry; Career Mobility; Censuses; Color; County; Demographic Transitions; Development; Discipline; Discipline of Nursing; Disease; Disparity; Education; Educational Curriculum; Elderly; Ensure; Environment; Epidemiology; Ethnic Population; Evaluation; Exposure to; Faculty; Funding; Goals; Grant; Health; Health Disparities Research; Health Policy; Impaired cognition; Individual; Infrastructure; Institution; Interdisciplinary Study; Knowledge; Leadership; Life Cycle Stages; Maryland; Medicine; Mental Health; Mentors; Mentorship; Minority; Nature; Outcome; Pathway interactions; Physical Function; Policies; Population; Process; Program Description; Public Health; Public Health Schools; Reduce health disparities; Reporting; Research; Research Personnel; Research Project Grants; Resource Development; STEM field; School Nursing; Societies; Training; Training Programs; Training Support; Translating; Underrepresented Populations; United States; Universities; age related; aged; career; career development; design; education research; ethnic disparity; ethnic diversity; ethnic minority population; experience; frailty; graduate school; health determinants; health disparity; health equity; health management; healthcare community; interest; leadership development; marginalization; medical schools; minority health; physical conditioning; physically handicapped; programs; racial disparity; racial diversity; racial minority population; racial population; school health; science, technology, engineering, mathematics, and medicine; skill acquisition; social culture; student participation; undergraduate research; undergraduate student; underrepresented minority student

As the US undergoes a demographic transition to a larger and more racially and ethnically diverse older adult population, significant disparities in aging-related diseases will persist. Despite decades of research focusing on health disparities and minority health as it relates to aging, there has been minimal interdisciplinary research with emphasis on advancing research and policies focused on health disparities and minority health in middle to late life using a life-course perspective. Although there are aging- or health disparities-focused research programs at Johns Hopkins, at present there is no externally funded summer training program that supports the development of the next cadre of underrepresented undergraduate trainees in health disparities research as it relates to aging or minority aging focusing on cognitive impairment, Alzheimer’s Disease, physical functioning, and frailty. The Hopkins Undergraduate Summer Training and Research (USTAR) Program described herein will sit at the nexus of other complementary aging- and health disparities-related training programs and Centers at Johns Hopkins. The overarching goal of Hopkins USTAR is to reduce health disparities and move toward health equity in health outcomes in older adults by increasing the diversity in aging research by focusing on underrepresented undergraduate students. We are requesting funds to support 8 underrepresented undergraduates per year for a total of 32 who attend our partner institutions full time: Morgan State University, and University of Maryland Baltimore County. There are 31 program faculty, drawn from the Departments of Health, Behavior, and Society, Mental Health, Health Policy and Management, Epidemiology, Biostatistics, School of Medicine, and the School of Nursing at Johns Hopkins University. The scientific leadership, infrastructure, collaborative nature, and collegial environment provided by these research programs and program faculty will enable the provision of broad exposure to all undergraduate trainees to the tenets of health disparities across the life course and minority aging to several age-related diseases such as cognitive impairment, Alzheimer’s Disease, physical disability, and frailty. Specific aims include: (1) Train the next cadre of health disparities and minority aging researchers by ensuring hands-on participation in interdisciplinary, age-related research by providing trainees with a research project focusing on health disparities and/or minority aging across the life course as it relates to cognitive impairment, Alzheimer’s Disease and related dementias, physical functioning, and frailty; (2) Provide research education in health disparities and minority aging across the life course as it relates to physical and mental health outcomes; (3) Implement career development opportunities, through individualized mentorship and by leveraging the leadership and career development resources across the Institution, to prepare trainees to begin their next career transition; and (4) provide an external evaluation of the outcomes and process of the Hopkins USTAR program.

随着美国经历人口转型，老年人口规模更大、种族和民族更加多样化 人口中，与老龄化相关的疾病的显着差异将持续存在。尽管数十年的研究重点 关于与老龄化相关的健康差异和少数族裔健康问题，跨学科研究极少 研究重点是推进针对健康差异和少数群体健康的研究和政策 使用生命历程的视角来看待中晚年的生活。尽管存在以老龄化或健康差异为重点的问题 约翰霍普金斯大学的研究项目，目前没有外部资助的暑期培训项目 支持在健康差异方面培养下一批代表性不足的本科生学员 与衰老或少数群体衰老相关的研究，重点关注认知障碍、阿尔茨海默病、 身体机能和虚弱。霍普金斯大学本科生暑期培训与研究 (USTAR) 本文描述的计划将与其他与衰老和健康差异相关的补充项目结合起来 约翰·霍普金斯大学的培训计划和中心。霍普金斯大学 USTAR 的首要目标是减少健康 通过增加老年人健康结果的多样性，消除差异并实现健康公平 通过关注代表性不足的本科生来开展老龄化研究。我们正在请求资金支持 每年有 8 名代表性不足的本科生，总共 32 名全日制就读于我们合作院校的本科生： 摩根州立大学和马里兰大学巴尔的摩县分校。共有31名项目教师，抽签 来自健康、行为和社会、心理健康、卫生政策和管理部门， 约翰霍普金斯大学流行病学、生物统计学、医学院和护理学院。这 这些研究提供的科学领导力、基础设施、协作性质和学院环境 项目和项目教师将使所有本科生能够广泛接触 整个生命过程中的健康差异和少数人老龄化导致一些与年龄相关的疾病的原则，例如 认知障碍、阿尔茨海默病、身体残疾和虚弱。具体目标包括： (1) 培训 通过确保实际参与，培养下一批健康差异和少数族裔老龄化研究人员 通过为学员提供专注于健康的研究项目来开展跨学科、与年龄相关的研究 生命历程中的差异和/或少数族裔老龄化，因为它与认知障碍、阿尔茨海默病有关 疾病和相关痴呆症、身体机能和虚弱； (2) 提供健康研究教育 生命历程中的差异和少数族裔老龄化，因为这与身心健康结果有关； (3) 通过个性化指导和利用 整个机构的领导力和职业发展资源，帮助学员为开始下一个学习做好准备 职业转变； (4) 对霍普金斯 USTAR 的结果和过程进行外部评估 程序。