Georgetown-Howard Universities Center for Clinical and Translational Science (GHUCCTS)

这是一份职业发展指导计划的申请表，目标是 来自乔治敦大学任何系、校或单位的初级教员，霍华德 大学或MedStar Health，乔治敦-霍华德大学的所有合作伙伴 临床和翻译科学中心(GHUCCTS)，寻求发展 翻译团队科学中的跨学科研究职业。我们请求支持 每年3个学者职位，符合我们作为CTSA小枢纽的地位。我们 利用资质丰富的申请者人才库，与以前的科学研究相比是多样化的 专业培训、学科、翻译阶段(S)、研究重点、性别、种族 和种族。这种多样性告诉我们高度个性化和以能力为基础的 培训计划，以同等多样化的双/团队指导为基础，以有利于 追求协作的跨学科团队科学，解决重要的健康问题 差距。计划招募高素质的女性，成员 代表不足的少数群体和自认为有残疾的学者进入我们的 程序。学者培训计划，每一项都是根据精心制定的 个性化发展规划(IDP)，灵活但严格地针对核心 翻译研究能力，同时发展技能、态度和 在团队科学中支持协作的行为。所有的学者都是在 负责任地进行研究，提供指导经验以发展技能 他们建议的研究需要接受人类健康和疾病相关方面的教育 在他们研究的各个方面，都接受了赠款撰写和同行评审方面的实践培训， 严谨的研究和分析方法，以及科学交流的技能。 同样，他们的导师也经过精心挑选和严格培训。我们提出了一个 同时关注项目过程和学者成果的评估计划(在 和培训后)、导师、课程、教育经验、计划领导力和 管理以及特定的指标和咨询委员会的意见，以便 对拟议的职业发展进行重大修订和持续改进 程序。

This is an application for a Mentored Career Development program, directed toward junior faculty from any department, school, or unit of Georgetown University, Howard University, or MedStar Health, all partners in the Georgetown-Howard Universities Center for Clinical and Translational Science (GHUCCTS), who seek to develop interdisciplinary research careers in translational team science. We request support for 3 scholar positions each year, in accord with our status as a “small” CTSA Hub. We draw upon a richly-qualified applicant pool 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. Plans are proposed to recruit highly qualified women, members of underrepresented minority groups and scholars with self-identified disabilities into our program. Scholar training plans, each constructed in response to a carefully-developed individualized development plan (IDP), flexibly but rigorously address the core competencies in translational research while developing the skills, attitudes, and behaviors that favor collaboration in team science. All scholars are educated in the responsible conduct of research, are offered mentored experiences to develop skills needed for their proposed research, are educated in human health and disease-related aspects of their research, are given practical training in grant writing and peer review, rigorous research and analytic methods, and skills in scientific communication. Likewise, their mentors are carefully-selected and rigorously trained. 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.