Institutional Career Development Core

机构职业发展核心

• 批准号: 10624226
• 负责人: JASON G UMANS
• 金额: $ 73.62万
• 依托单位: GEORGETOWN UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-08-28 至 2025-03-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10624226
• 关键词: Acceleration; Address; Advisory Committees; American; Behavior; Biomedical Research; Career Choice; Clinical Data; Clinical Research; Clinical Sciences; Collaborations; Common Core; Communities; Community Health; Competence; Consultations; Development; Diagnostic Procedure; Discipline; Education; Educational Curriculum; Educational workshop; Eligibility Determination; Ensure; Ethnic Origin; Evaluation; Explosion; Faculty; Frustration; Funding; Gender; Goals; Health; Health Benefit; Home; Human; Individual; Inosine Diphosphate; Institution; Knowledge; Lead; Leadership; Learning; Longevity; Mentors; Mentorship; Methods; Modeling; National Research Service Awards; Outcome; Patients; Persons; Policies; Population; Positioning Attribute; Postdoctoral Fellow; Practice Guidelines; Preventive measure; Problem Solving; Process; Productivity; Program Development; Public Health; Qualifying; Race; Research; Research Personnel; Science; Scientist; Socialization; TNFSF15 gene; Testing; Training; Training Programs; Translating; Translational Research; Translations; Universities; Work; burden of illness; career; career development; clinical center; design; experience; health disparity; human disease; improved; multidisciplinary; new growth; novel; novel strategies; pre-doctoral; programs; randomized, clinical trials; responsible research conduct; skills; success; tool; translational scientist; treatment guidelines

The program builds on lessons learned from our prior experience in operating a highly successful “small hub” KL2 program, expands our proven strategies for mentor/mentee training, for enhancing skills in collaboration and team science, and for engaging potential junior faculty scholars into clinical and translational research before they would normally be able to compete for a K-funded position. We propose new collaborations with nearby CTSA Hubs and to continue to design and evaluate novel training experiences to then be shared with the national CTSA consortium. Our program leverages a meshwork of collaborations with all of the other cores in our Georgetown-Howard Universities Center for Clinical and Translational Science (GHUCCTS) Hub and is tightly integrated and synergistic with our TL1 pre- and postdoctoral programs. We draw upon a richly-qualified applicant pool from Georgetown and Howard Universities and from MedStar Health that is diverse with respect to prior scientific and professional training, discipline, translational stage(s), research focus, gender, race and ethnicity. This diversity informs our highly individualized and competency-based training program, anchored by equally-diverse dual/team mentorship in order to favor the pursuit of collaborative interdisciplinary team science addressing important health disparities. Our KL2 career development program aims to 1) guide the mentored research career development of exceptionally-promising junior faculty translational investigators from any discipline, department, or eligible institution within GHUCCTS; 2) individualize the development and training plans for each KL2 Scholar, while ensuring a common core of values and behaviors in the responsible conduct of research, skills in team science, and core competencies in translational research; and 3) enrich the pipeline and community of junior faculty translational scholars, especially from groups historically underrepresented in biomedical research, by design and expansion of workshops, courses, mentored experiences and novel training methods for our scholars and for those not yet ready to compete for KL2 support or in other career pathways, so that they all may contribute to rigorous and impactful translational research. We propose an evaluation plan that focused on both program process and outcomes for scholars (during and after training), mentors, curricula, educational experiences, program leadership and administration along with specific metrics and advisory committee input in order to favor critical revision and continued improvement of the proposed career development program.

该计划借鉴了我们之前运营非常成功的“小型枢纽”的经验教训 KL2 计划扩展了我们行之有效的导师/受训者培训策略，以提高协作技能 和团队科学，并让潜在的初级教师学者参与临床和转化研究 他们通常能够竞争 K 资助的职位。我们建议与附近的公司进行新的合作 CTSA 中心并继续设计和评估新颖的培训经验，然后与国家分享 CTSA 联盟。我们的计划利用了与我们的所有其他核心的协作网络 乔治城-霍华德大学临床和转化科学中心 (GHUCCTS) 中心，紧密结合 与我们的 TL1 博士前和博士后项目整合并协同。我们拥有丰富的资质 来自乔治城大学、霍华德大学以及 MedStar Health 的申请者群体在尊重方面是多元化的 先前的科学和专业培训、学科、转化阶段、研究重点、性别、种族和 种族。这种多样性体现了我们高度个性化和基于能力的培训计划，其基础是 同样多样化的双重/团队指导，以有利于追求协作的跨学科团队科学 解决重要的健康差异。我们的 KL2 职业发展计划旨在 1) 指导受指导的人 来自任何国家的非常有前途的初级教师转化研究人员的研究职业发展 GHUCCTS 内的学科、部门或合格机构； 2）个性化的开发和培训 为每位 KL2 学者制定计划，同时确保负责任的行为具有共同的价值观和行为核心 研究、团队科学技能以及转化研究的核心能力； 3）丰富管道 和初级教师翻译学者社区，特别是来自历史上代表性不足的群体 通过设计和扩展研讨会、课程、指导经验和新颖的培训来进行生物医学研究 为我们的学者和那些尚未准备好竞争 KL2 支持或其他职业道路的人提供方法，因此 他们都可以为严格且有影响力的转化研究做出贡献。我们提出一个评估计划 重点关注学者（培训期间和培训后）、导师、课程的项目流程和成果， 教育经验、项目领导和管理以及具体指标和咨询 委员会的意见，以利于对拟议职业进行重大修改和持续改进 发展计划。