Professional Development Core

抽象--专业发展的核心 RI-CCTS职业发展关键组成部分建立在该州在教育方面的多重优势基础上， 培训和教师发展。对这一关键组成部分很重要的机构包括布朗的阿尔伯特 医学院及其七家附属教学医院、布朗公共卫生学院和 工程，以及乌里的药学和护理学院。这些机构的教职员工指导着许多 NIH资助的培训和职业发展计划(例如，T32、K12、R25)，并有广泛的 指导经验。然而，与临床和医疗相关的培训和指导差距仍然很大 翻译研究(CTR)。有了IDEA-CTR的资源，我们将能够开发一系列 专业发展基础设施的关键要素，我们相信这些要素将迅速转变国际扶轮CTR 社区。重要的是，我们的努力将集中在国际扶轮优先考虑的健康问题上 卫生部，包括心源性猝死、吸烟和戒烟、肥胖、物质 虐待和上瘾、消除新的艾滋病毒感染、生殖健康、囚犯健康以及 与精神障碍相关的神经科学。我们提出了以下具体目标： 1.开发利用现有机构资源的新培训机会。新产品的示例 机会是一个导师研究奖计划，将每年资助三名学者，每月一次 为所有临床和转化性研究导向的职业生涯举办的跨机构赠款发展研讨会 发展奖获得者(例如，T32、K12、R25)在校园范围内进行跨学科的基于网络的培训 面向临床和转化性研究的主题(例如，基础科学家如何有效地与 临床医生，反之亦然)，以及如何将研究成果商业化的基于网络的培训。 2.建立全州范围的临床和转化性研究指导网络。除了……之外 开发一个全面的基于Web的数据库，其中包括来自 生物科学、公共卫生、工程学、社会科学、医学、药学和护理学 将为导师和学员开发和实施基于Web的培训，介绍如何优化 师徒关系的影响。我们会特别关注幼儿的辅导需要。 代表少数族裔和妇女。 我们相信，这一拟议的专业发展关键组成部分的影响将是深远的 由于我们提议的计划1)明确建立在现有的Cobre和INBRE投资之上，2)利用 现有的机构资源，并通过有重点的新计划和投资补充这些资产， 3)创建以新方式连接多个国际扶轮机构的基础设施，4)与现有的NIH建立协同效应 国家科学基金会资助的项目，特别是培训项目，优先考虑该州的健康需求。

ABSTRACT – PROFESSIONAL DEVELOPMENT CORE The RI-CCTS Professional Development Key Component builds on the state's multiple strengths in education, training, and faculty development. Institutions that are important to this Key Component include Brown's Alpert School of Medicine and its seven affiliated teaching hospitals, Brown's School of Public Health and School of Engineering, and URI's College of Pharmacy and College of Nursing. Faculty at these institutions direct many NIH-funded training and career development programs (e.g., T32s, K12s, R25s), and have extensive mentoring experience. However, significant training and mentoring gaps remain related to Clinical and Translational Research (CTR). With the resources of an IDeA-CTR we will be able to develop a series of critical elements of Professional Development infrastructure that we believe will rapidly transform the RI CTR community. Importantly, our efforts will be focused on the health problems that have been prioritized by the RI Department of Health, including sudden cardiac death, smoking and smoking cessation, obesity, substance abuse and addiction, the elimination new HIV infections, reproductive health, prisoner health, and neuroscience related to mental disorders. We propose the following Specific Aims: 1. Develop new training opportunities that leverage existing institutional resources. Examples of new opportunities are a Mentored Research Award program that will fund three scholars a year, a monthly trans-institutional grant development seminar for all clinical and translational research-oriented career development awardees (e.g., T32s, K12s, R25s) campus-wide, web-based training in interdisciplinary clinical and translational research-oriented topics (e.g., how basic scientists can effectively collaborate with clinicians, and vice versa), and web-based training in how to commercialize research findings. 2. Develop a state-wide mentoring network for clinical and translational research. In addition to developing a comprehensive web-based database of experienced and interested mentors from the Biological Sciences, Public Health, Engineering, Social Sciences, Medicine, Pharmacy, and Nursing, we will develop and implement web-based training for both mentors and mentees in how to optimize the impact of the mentor-mentee relationship. We will give special attention to the mentoring needs of under- represented minorities and women. We believe that the impact of this proposed Professional Development Key Component will be profound because our proposed plan 1) explicitly builds on existing COBRE and INBRE investments, 2) leverages existing institutional resources, and complements these assets with focused new programs and investments, 3) creates infrastructure that links multiple RI institutions in new ways, 4) creates synergies with existing NIH and NSF funded programs, particularly training programs, 5) prioritizes the health needs of the state.