Transdisciplinary Training in Addictions Research

项目摘要/摘要 华盛顿大学布朗学院和医学院正在寻求额外的五个 多年(21-26年)支持博士后和博士后研究培训计划，名为 成瘾研究的跨学科培训(TranStar)。这项计划自2002年开始资助，反映了 将社会工作和医学结合起来，发展服务、治疗、临床相关性和 影响得不到充分服务的少数群体(种族、族裔、性和性别)的政策，特别是 易受物质使用障碍以及共生和共病状况的影响。最大限度地提高 两校之间的跨学科合作，该计划提供了一种激励和合作 研究培训环境，培养出格外训练有素的成瘾研究人员。被组织成四个 核心(物质使用和心理健康、人口、翻译和方法)，TranStar教职员工是 特别适合于解决具有挑战性的成瘾研究主题(例如，多药吸毒者、非治疗者 寻求、监禁人口、精神健康/健康并存)和人口不成比例 受影响健康的社会决定因素，包括贫穷、种族主义和歧视、住房和教育 不平等。TranStar保持着出色的培训记录：100%的博士后和博士后学员 在最近的两个资助周期中完成的培训是成瘾研究人员，拥有良好的记录 出版物和收购资金。当过去受训人员的整个队列都是 评估过了。培训人员非常多样化，由社会工作/公共卫生和精神病学的两名教员领导， TranStar在招聘和留住女性和URM学者方面取得了成功；目前 67%的博士后实习生是女性，67%的女性是女性；博士后实习生中的多样性也相当可观 总体而言(58%是妇女，58%是城市居民和其他边缘化人群)。此外，TranStar利用成功 以及“吸取的教训”，并持续进行监测和评估，以确保受训人员(三名预科和两名 博士后/年)拥有必要的知识和技能以：(1)概念化有意义的研究问题 具有实际服务和政策影响；(2)执行严谨、前沿的实证研究；(3)制定 适用于NIDA和其他NIH资金的竞争性赠款申请；以及(4)翻译和传播成果 有可能产生很大的影响。TranStar提供：(A)跨学科和专门的物质滥用和 上瘾课程，由社会工作，公共卫生， 精神病学、生物统计学和社会科学；(B)有条理的指导、建议和实践经验 关于受训人员上瘾的研究项目；(C)提案评审会；(D)博士前教学 上瘾、共病和其他领域的助学金；(E)关于以下方面的专业发展会议 演讲技巧，研究的有效沟通，以及网络和有效的协作团队 科学；(F)关于严谨和可重复性以及负责任地进行研究的持续培训。

Project Summary / Abstract The Brown School at Washington University, together with the School of Medicine, is seeking an additional five years (years 21-26) of support for a pre-doctoral and post-doctoral research training program, called Transdisciplinary Training in Addictions Research (TranSTAR). Funded since 2002, this program reflects an integration of social work and medicine in the development of services to, treatment of, clinical correlates of and policies that affect underserved minority (racial, ethnic, sexual and gender) populations and those particularly vulnerable to substance use disorders and co-occurring and comorbid conditions. Maximizing an effective transdisciplinary collaboration between the two schools, the program provides a stimulating and collaborative research training environment to produce exceptionally well-trained addictions researchers. Organized into four cores (Substance Use and Mental Health, Populations, Translational, and Methods), TranSTAR faculty are particularly well-suited for addressing challenging addiction research topics (e.g., polydrug users, non-treatment seeking, incarcerated populations, mental health/health comorbidities) and populations disproportionately impacted by social determinants of health including poverty, racism and discrimination, housing and educational inequality. TranSTAR holds a stellar training record: 100% of pre-doctoral and post-doctoral trainees who have completed training in the most recent two funding cycles are addictions researchers, with excellent records of publications and acquisition of funding. The record is similarly positive when the entire cohort of past trainees is assessed. With a highly diverse training faculty, led by two faculty from social work/public health and psychiatry, TranSTAR has demonstrated success in recruiting and retaining women and URM scholars; currently predoctoral trainees are 67% women and 67% URM; diversity is also considerable among postdoctoral trainees overall (58% women, 58% URM and other marginalized populations). Further, TranSTAR leverages successes and "lessons learned" with on-going monitoring and evaluation to ensure that trainees (three pre- and two postdocs/year) have the necessary knowledge and skills to: (1) conceptualize meaningful research questions with practical service and policy implications; (2) execute rigorous, cutting-edge empirical studies; (3) develop competitive grant applications suitable for NIDA and other NIH funding; and (4) translate and disseminate results with potential for high impact. TranSTAR provides: (a) transdisciplinary and specialized substance misuse and addictions coursework, workshops and seminars taught by leading faculty in social work, public health, psychiatry, biostatistics, and the social sciences; (b) structured mentoring, advising, and "hands-on" experience on addictions research projects for trainees; (c) proposal critique review sessions; (d) predoctoral teaching assistantships in addictions, comorbidity, and other areas; (e) professional development sessions on presentation skills, effective communication of research, and networking and effective collaborative team science; (f) on-going training in rigor and reproducibility and in responsible conduct of research.