K-12 Virtual Clinical Research Center & Medical Ignorance Exploratorium: Phase I+

K-12 虚拟临床研究中心

• 批准号: 7776844
• 负责人: MARLYS Hearst WITTE
• 金额: $ 25.69万
• 依托单位: UNIVERSITY OF ARIZONA
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-03-20 至 2013-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7776844
• 关键词: Acquired Immunodeficiency Syndrome; Age; Arizona; Artificial Heart; Arts; Awareness; Basic Science; Clinical; Clinical Research; Collaborations; Communication; Communities; Complex; Curiosities; Deposition; Destinations; Disadvantaged; Dose; Educational Curriculum; Educational process of instructing; Effectiveness; Environment; Evaluation; Experimental Models; Funding; Future; General Population; Health Sciences; Health education; Human; Hybrids; Internet; Knowledge; Laboratories; Learning; Libraries; Life; Link; Measures; Mediator of activation protein; Medical; Medical Education; Medical center; Medicine; Mentors; Modeling; Museums; National Center for Research Resources; Outcome; Ownership; Pathway interactions; Patients; Performance; Phase; Population; Population Heterogeneity; Process; Recruitment Activity; Research Infrastructure; Research Personnel; Resources; Rewards; Schools; Science; Staging; Strategic Planning; Students; Technology; Telemedicine; Testing; Translational Research; Translations; United States National Institutes of Health; Universities; Vision; base; bench to bedside; design; experience; forging; gene therapy; health literacy; human disease; improved; innovation; interest; literacy; malignant breast neoplasm; member; multidisciplinary; novel; outreach; peer; programs; prototype; research study; response; science education; skills; social; success; teacher; tool; virtual

Health literacy and science literacy have been placed at the top of the nation's health and education agendas. This public recognition of deficiencies and commitment to improve health/science education and innovation in schools and communities meshes with the NIH Roadmap and NCRR strategic plans to "reengineer the clinical research enterprise" including refueling the clinical researcher pipeline and enhancing public understanding of clinical research. Despite widespread recognition that scientific facts are "biodegradable" and medical science has a very long way to go, until we initiated the University of Arizona's Curriculum on Medical Ignorance (CMI), for medical and subsequently under- graduate and K-12 students (targeting disadvantaged populations), few had capitalized on the power of shifting the science/ medical education paradigm to focus on "what we know we don't know, don't know we don't know and think we know but don't"¿the terrain of all learning and discovery (viz. in medicine, current and future clinical research). Nor had they experimented with authentic student-centered inquiry strategies to recognize and deal with scientific/ medical ignorance by valuing Questions, Questioning, and Questioners (the 3Qs or Q ) alongside the 3Rs or R3 (i.e., presenting the scientific/clinical puzzles before today's facts/answers). In this Phase I & II SEPA proposal, we plan, in a stepwise fashion, to introduce a broadband Internet-based Arizona-wide and then national K-12 audience to 1) the first ever Virtual Clinical Research Center (VCRC) and 2) the Medical Ignorance Exploratorium, where students can become skilled "Questionators," surf resources and both query and navigate expanding "Isles of Medical Ignorance" as members of clinical/translational research teams. Through established and emerging multi-institutional/organizational partnerships and Arizona's internationally recognized Telemedicine Program, VCRC and the Medical Ignorance Exploratorium will create progressive live and Internet-based age-appropriate and culture-sensitive collaborative experiences, spanning clinical research topics (few of which are currently included in K-12 science curriculum) from artificial hearts to breast cancer to gene therapy. These will be designed to engage and progressively involve the learner in the diverse multidisciplinary Teams, complex Technologies, and bench<->bedside<-¿communityTranslation (3Ts or T3) investigating the questions that generate the heartbeat of the global, including Nffl-funded, clinical research enterprise. The 3-stage project evaluation model will focus on 1) design¿Kest¿>refine; 2) implement¿¿test¿>refine; and 3) disseminate¿>test, incorporating evaluations of both process and outcome using an experimental model assessing dose-response relationships and mediators and moderators of success and effectiveness both short- and long-term. Thus, the K-12 Virtual ClinicalResearch Center and Medical Ignorance Exploratorium aim to show the K-12 community how current medical ignorance fuels the questions, questioning and questioners that energize the clinical research enterprise. Further, showcasing clinical research and clinical research teams in this collaborative, inquiry-driven, Internet-based environment should further the NIH Roadmap by recruiting and assembling the diverse clinical research teams of the future, forging the complex infrastructure for new pathways of discovery, and educating the public about clinical research, thereby facilitating the translation of basic science advances from bench to bedside to community.

卫生知识和科学知识已被置于国家卫生和教育议程的首位。这 公众认识到不足之处，并承诺改善学校的卫生/科学教育和创新， 社区与NIH路线图和NCRR战略计划相结合，以“重新设计临床研究企业” 包括增加临床研究人员的数量和提高公众对临床研究的认识。尽管 科学事实是“可生物降解的”，医学科学还有很长的路要走，直到我们 发起了亚利桑那大学的医学无知课程（CMI），为医疗和随后的下- 研究生和K-12学生（针对弱势群体），很少有人利用转移的力量， 科学/医学教育范式，重点放在“我们知道我们不知道，不知道我们不知道， 我们知道但不知道所有学习和发现的领域（即医学，当前和未来的临床研究）。 他们也没有尝试过真正的以学生为中心的探究策略来识别和处理科学/ 通过将问题、质疑和质疑者（3Q或Q）与3R或R3（即， 在今天的事实/答案之前提出科学/临床难题）。在第一和第二阶段SEPA提案中，我们计划在 逐步时尚，介绍宽带互联网为基础的亚利桑那州范围内，然后全国K-12观众1）第一 虚拟临床研究中心（VCRC）和2）医学无知探索馆，在那里学生可以 成为熟练的“搜索者”，浏览资源，查询和导航扩展“医学无知的岛屿”， 临床/转化研究团队成员。通过现有和新出现的多机构/组织 亚利桑那州的国际公认的远程医疗计划，VCRC和医疗无知 Exploratorium将创建渐进式的现场和基于互联网的适合年龄和文化敏感的协作 经验，跨越临床研究课题（其中一些目前包括在K-12科学课程），从 从人工心脏到乳腺癌再到基因治疗这些将被设计为参与和逐步参与学习者 在不同的多学科团队，复杂的技术，和板凳<->床边&lt;-&lt;$&lt;$社区翻译（3 Ts或 T3）调查引起全球关注的问题，包括Nffl资助的临床研究 企业.三阶段项目评估模式将侧重于1）设计&lt;$Kest &lt;$$&gt;&gt;完善; 2）实施&lt;$&lt;$Test &lt;$&gt;完善;以及 3)传播测试，采用实验模型评估过程和结果， 剂量-反应关系以及短期和长期成功和有效性的中介者和调节者。因此，在本发明中， K-12虚拟临床研究中心和医学无知探索馆旨在向K-12社区展示如何 当前的医学无知激发了质疑，质疑和质疑者，激发了临床研究事业。 此外，展示临床研究和临床研究团队在这个协作，调查驱动，基于互联网的 环境应该通过招募和组建不同的临床研究团队来进一步推动NIH路线图。 未来，锻造复杂的基础设施，为新的发现途径，并教育公众有关临床 研究，从而促进基础科学进步从实验室到床边再到社区的转化。