Buffalo Research Innovation in Genomic and Healthcare Technology Education (BRIGHT Education)

布法罗基因组和医疗技术教育研究创新（BRIGHT Education）

• 批准号: 10617368
• 负责人: PETER L. ELKIN
• 金额: $ 50.98万
• 依托单位: STATE UNIVERSITY OF NEW YORK AT BUFFALO
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-07-01 至 2027-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10617368
• 关键词: 5 year old; Area; Award; Big Data; Bioinformatics; Clinical; Clinical Informatics; Clinical Research; Complex; Depressed mood; Discipline; Doctor of Philosophy; Education; Educational Curriculum; Educational Technology; Educational workshop; Ensure; Ethics; Evaluation; Exclusion; Faculty; Fellowship; Frustration; Funding; Future; Genomics; Goals; Grant; Health; Health Technology; Healthcare; Human; Informatics; Institutional Review Boards; Judgment; Knowledge; Laboratories; Link; Location; Manuscripts; Medical; Medical Informatics; Mentors; Paper; Patient Care; Peer Review; Policies; Positioning Attribute; Postdoctoral Fellow; Public Health; Publishing; Research; Research Personnel; Research Training; Students; Technology; Training; Training Programs; United States National Institutes of Health; United States National Library of Medicine; Universities; biomedical informatics; clinical care; doctoral student; faculty mentor; flexibility; improved; innovation; insight; patient safety; programs; recruit; skills; student mentoring; usability

The University at Buffalo’ (UB) Department of Biomedical Informatics, with funding from our first T15 grant, is training 3 PhD students, 8 post docs (MDs and PhDs) and 7 short term trainees in biomedical informatics research. We continue our focus on: 1-health & healthcare/clinical informatics; 2-translational bioinformatics; and 3-clinical research informatics, with inclusion now on informatics of: 4-Public Health and 5-Consumer Health. The curriculum builds on our growing MS and PhD programs with our existing faculty and outside mentors in addition to world-renowned experts who provide workshops, etc. Most medical informatics research focuses on the specifics of research in implementation, technology, clinical care, etc. We do that, of course, but we also integrate the synergistic research skills and orientations needed for biomedical informatics to move our discipline beyond its current entanglements. In contrast, our department (now 7.5 years old) fits perfectly with the ethos and focus of the NLM’s research training goals. We also realize that our location in a depressed area offers us the obligation, opportunity, and privilege to recruit and train scholars so often excluded from this field. They stay in familiar settings, and bring their insights to others. Also, our affiliated scholars, researchers, practitioners, and linked institutes joins with us to train and inspire our students. We enable students to use research to understand and improve the field--analyzing the complex interactions of workflow, evaluation, CDS, usability, ethics, big data, clinical research, bioinformatics and patient care–researching biomedical informatics to help move healthcare IT to be a fluent, informed, and meaningful contribution to clinical efficiency and medical knowledge. Our PhD program is comprised of core courses, required additional courses in 1 of the 5 concentrations (“selectives”), and at least 17 credits of electives. In addition to didactic and lab courses, all students are involved in extensive research, practicums, workshops, presentations, mock IRBs and ethics reviews, EHR laboratories, patient safety and quality rounds, and human factors training. Because of students’ varying expertise, we build in flexibility to reflect pedagogic requirements while ensuring mastery of necessary knowledge, skills, judgment in our mentoring of students. Biomedical informatics continues to frustrate, despite (or because of) its extraordinary promises. Only committed and skilled researchers can help us close this gap; enabling our field to achieve what is so needed. We are so excited to continue and build on our training program. We seek to create the researcher-leaders informatics needs, deserves and has wanted. Biomedical informatics can fulfil its promise if wise and well-trained researchers guide our unbiased evaluations, policies, applications, and research agendas. The UB T15 program’s trainees have published over 118 peer reviewed manuscripts, been awarded 4 NIH grants, and 10 are now in postdoctoral fellowships or faculty positions. Overall the 29 faculty mentors have published 351 papers and been awarded, as PI or MPI, 70 grants. Our UB program is fiercely committed to training the future researchers our field deserves.

布法罗大学 (UB) 生物医学信息学系由我们的第一笔 T15 拨款资助， 培养生物医学信息学博士生3名、博士后8名（MD和PhD）和短期培训生7名 研究。我们继续关注： 1-健康与保健/临床信息学； 2-翻译生物信息学； 和 3-临床研究信息学，现在包含以下信息学：4-公共健康和 5-消费者 健康。该课程以我们现有的教职员工和外部人员不断增长的硕士和博士课程为基础 导师除了提供研讨会等的世界知名专家之外，大多数医学信息学研究 重点关注实施、技术、临床护理等方面的研究细节。我们当然这样做，但是 我们还整合了生物医学信息学所需的协同研究技能和方向，以推动我们的研究 纪律超越了目前的纠葛。相比之下，我们的部门（现已成立 7.5 年）非常适合 NLM 研究培训目标的精神和重点。我们还意识到，我们所在的位置处于萧条地区 为我们提供了招募和培训经常被排除在该领域之外的学者的义务、机会和特权。 他们留在熟悉的环境中，并将自己的见解带给他人。此外，我们的附属学者、研究人员， 从业者和相关机构与我们一起培训和激励我们的学生。我们使学生能够使用 研究以理解和改进该领域——分析工作流程、评估、 CDS、可用性、伦理、大数据、临床研究、生物信息学和患者护理——研究生物医学 信息学帮助医疗保健 IT 为临床做出流畅、知情且有意义的贡献 效率和医学知识。我们的博士课程由核心课程和必修附加课程组成 5 个专业中的 1 个专业（“选修课”），以及至少 17 个选修课学分。除了教学和实验室 课程中，所有学生都参与广泛的研究、实习、研讨会、演讲、模拟 IRB 伦理审查、电子病历实验室、患者安全和质量查房以及人为因素培训。因为 针对学生不同的专业知识，我们建立灵活性来反映教学要求，同时确保掌握 指导学生时所必需的知识、技能和判断力。生物医学信息学持续发展 尽管（或由于）其非凡的承诺，但仍令人沮丧。只有忠诚且熟练的研究人员才能提供帮助 我们缩小这一差距；使我们的领域能够实现所需的目标。我们很高兴能够继续并在此基础上继续发展 我们的培训计划。我们致力于培养信息学领域需要、应得和想要的研究领导者。 如果明智且训练有素的研究人员能够公正地指导我们，生物医学信息学就能实现其承诺 评估、政策、应用和研究议程。 UB T15 项目的学员已发表超过 118 篇同行评审的手稿，获得 4 项 NIH 资助，其中 10 篇目前正在获得博士后奖学金或 教师职位。总共 29 名教师导师发表了 351 篇论文，并被授予 PI 或 MPI、 70 补助金。我们的布法罗大学项目致力于培养我们领域应有的未来研究人员。