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

这是一个辅导职业发展计划的应用程序，针对 初级教员：来自乔治敦大学任何系、学院或单位的初级教员，霍华德 大学，或MedStar Health，乔治城-霍华德大学的所有合作伙伴 临床和转化科学中心（GHUCCTS），寻求开发 跨学科的研究事业在翻译团队科学。我们请求支持 每年3个学者职位，与我们作为“小”CTSA中心的地位雅阁。我们 利用一个丰富的合格的申请人池，这是多样化的，相对于先前的科学 和专业培训，学科，翻译阶段，研究重点，性别，种族 和种族。这种多样性使我们高度个性化和基于能力的 培训计划，以平等多样的双重/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 差距。计划招聘高素质的妇女， 代表性不足的少数群体和学者与自我认定的残疾到我们的 程序.学者培训计划，每一个都是根据精心制定的 个性化发展计划（IDP），灵活但严格地解决核心问题， 翻译研究能力，同时发展技能，态度， 在团队科学中有利于合作的行为。所有学者都接受教育， 负责任的研究行为，提供指导经验，以发展技能 他们提出的研究所需的，在人类健康和疾病相关的教育， 他们的研究方面，给予实际培训，在赠款写作和同行评议， 严谨的研究和分析方法，以及科学交流技能。 同样，他们的导师也是经过精心挑选和严格培训的。我们提出了一个 评估计划，重点是计划过程和成果的学者（在 和培训后），导师，课程，教育经验，项目领导和 管理沿着具体指标和咨询委员会的意见， 对拟议职业发展进行重大修订并继续改进 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.