Clinical and Translational Science Institute at Childrens National-Mentored Career Development Core

联系PD/PI：Guay-Woodford，丽莎玛丽Inst-Career-Dev-001（495） 项目摘要 我们提出了一个指导职业发展计划，将利用CTSI-CN v2.0的资源和我们的 伙伴机构，儿童国家卫生系统，乔治华盛顿大学和弗吉尼亚州 技术/Carnival诊所。KL 2计划的重点是儿童疾病作为成人疾病的前兆。 我们提出了一种方法，团队指导，多机构课程和访问一个大型研究 技能发展工具箱。它还将提供强大的生物医学，健康服务，制药， 工业和非营利实习生。我们的研究教育模式利用混合学习， 包括远程教育和在线学习门户。通过CTSA学术资源 监督委员会和赠款增强计划，KL 2学者将掌握CTR核心 能力，并在制定和提交竞争性NIH补助金的各个方面做好充分准备 在培训期结束前申请。高度优先的是促进被招募学者的多样性 和导师，并提出了具体的战略，招聘，保留和个性化的支持。KL2 学生将：1）完成CTR，生物信息学，系统生物学和卫生政策的研究生课程 与他们的研究领域相关; 2）学习最先进的实验室，统计学和流行病学 方法; 3）在首席导师和导师的指导下收集和分析初步数据 团队; 4）准备并提交NIH拨款申请; 5）精通各种翻译策略 将他们的科学发现应用到下一阶段的临床应用中。我们提出的计划确保学者将 有75%的保护时间。我们吸引了48位导师/共同导师，他们所处的领域包括 基因组学/蛋白质组学与临床表型;化学/生物/细胞疗法;生物医学成像和 工程;严格的临床试验;和健康差距/卫生服务研究。我们的学者将参加 CTSA网络活动，包括南方医科大学发起的远程实习计划 卡罗莱纳CTSA;我们的新的R25课程，题为“创新儿科CTR教育”;计划的R13- 在年度临床和翻译协会上为以儿科为重点的KL 2支持卫星会议 科学会议，以及CTSI-CN U 54申请中提出的多学科联盟试点计划， 通过多点规划加速儿童健康研究（CHAMP）。的行政结构 KL 2包括一名项目负责人和三名项目共同负责人，他们在临床研究方面具有互补的技能， 团队科学/领导力和教育设计。我们建议在拨款范围内选拔和培训9名学者 期间，4项由联邦资助，5项由机构资助。我们将使用持续的评估方法， 加强和改进培训方案，并衡量其对科学事业和研究长期影响 CTR的贡献。 项目摘要/摘要第356页 联系PD/PI：Guay-Woodford，丽莎玛丽Inst-Career-Dev-001（495） 引用 DeCastro R，Sambuco D，Ubel PA，Stewart A，Jagsi R.学术医学导师网络：移动 超越了对初级教员研究人员进行指导的二元概念。2013年4月;88（4）：488-96。 PMID：23425990 格雷厄姆角，澳-地R.（2005年）。混合学习系统：定义、当前趋势和未来方向。In C. J. Bonk & C. R. Graham，（Eds.），混合学习手册：全球视角，本地设计。加利福尼亚州旧金山弗朗西斯科： Pfeiffer Publishing. Lee，LS，Pusek，SN，McCormack，WT，Helitzer，DL，Martina，CA，多齐耶，AM，Ahluwalia，JS，Schwartz，LS， McManus，LM，Reynolds，BD，Haynes，EN，鲁比奥，DM：临床和转化科学家职业成功： 评价的指标。临床和转化科学，5：400-407，2012。 Lee LS，Pusek SN，McCormack WT，et al.临床和转化科学家职业成功： 评价临床翻译科学2012年10月;5（5）：400-7。PMID：23067352 马修斯KR，卡尔霍恩KM，罗N，何五，美国生物医学研究的老龄化。PLoS One. 2011;6（12）：e29738. PMID：22216352 Riverside SA.儿科研究培训计划重组中NIH资金的缺失环节。 儿科. 2014年12月;134（6）：e1521-2。PMID：25367541 罗宾逊，GFWB，施瓦茨，LS，迪梅格里奥，洛杉矶，阿卢瓦利亚，JS，加布里洛夫，JL。了解职业成功 以及临床和翻译研究者的贡献因素。提交给学术医学， 2014年9月（审查中） 罗宾逊GFWB，施瓦茨LS，迪梅格里奥LA，Ahuluwalia JS等。 临床和翻译研究者的贡献因素。学术医学。2014年9月提交 （审查中） Rohlfing J，Navarro R，Maniya OZ，Hughes BD，Rogalsky DK.医学生债务和主要的生活选择 除了专业。Online. 2014年11月11日;19：25603。PMID：25391976 Winer KK，Rothenberg ME，Guimond J，et al.儿童健康研究中心：21年 1990-2011年促进儿科科学家的发展。J Pediatr 2012. 161：975。PMID 23171484 第357页引用

Contact PD/PI: Guay-Woodford, Lisa Marie Inst-Career-Dev-001 (495) Project Summary Abstract   We propose a Mentored Career Development Plan that will utilize the resources of CTSI-CN v2.0 and our partner institutions, Children's National Health System, the George Washington University and Virginia Tech/Carilion Clinic. The focus of the KL2 program is on childhood disorders as precursors of adult disease. We propose an approach with team mentorship, multi-institutional courses and access to a large research skills development toolbox. It will also provide a strong portfolio of biomedical, health services, pharma, industry, and not-for-profit externships. Our research education paradigm utilizes blended learning that includes distance education and an online learning portal. Through the resources of the CTSA Scholarly Oversight Committee and the Grants Enhancement Program, the KL2 scholar will master CTR core competencies and be well prepared in all aspects of developing and submitting competitive NIH grant applications by the end of their training period. Of high priority is promoting diversity among recruited scholars and mentors, with specific strategies proposed for recruitment, retention and individualized supports. The KL2 scholar will: 1) complete graduate level courses in CTR, bioinformatics, systems biology, and health policy relevant to their area of research; 2) learn state-of-the-art laboratory, statistical, and epidemiological methodologies; 3) collect and analyze preliminary data with guidance from a Lead Mentor and Mentorship Team; 4) prepare and submit an NIH grant application; and 5) become versed in various strategies to translate their scientific findings into the next stages of clinical applications. Our proposed program ensures scholars will have 75% protected time. We draw on 48 mentors/co-mentors in affinity areas that include genomics/proteinomic with clinical phenotyping; chemical/biological/cellular therapies; biomedical imaging and engineering; rigorous clinical trials; and health disparities/health services research. Our scholars will participate in CTSA-network activities including a distance externship program initiated by the Medical University of South Carolina CTSA; our novel R25 curriculum entitled “Innovations in Pediatric CTR Education”; a planned R13- supported satellite conference for pediatric-focused KL2s at the annual Association for Clinical and Translation Science meeting, and a multidisciplinary consortium pilot program proposed in the CTSI-CN U54-application, the “Child Health Research Acceleration through Multisite Planning (CHAMP)”. The administrative structure of the KL2 includes a Project Lead and three Project Co-Leads with complementary skill sets in clinical research, team science/leadership, and educational design. We propose to select and train 9 scholars over the grant period, 4 with federal and 5 with institutional funding. We will use ongoing evaluation methods to continuously strengthen and refine out training program and measure its long-term impact on scientific careers and research contributions in CTR. Project Summary/Abstract Page 356 Contact PD/PI: Guay-Woodford, Lisa Marie Inst-Career-Dev-001 (495) REFERENCES DeCastro R, Sambuco D, Ubel PA, Stewart A, Jagsi R. Mentor networks in academic medicine: moving beyond a dyadic conception of mentoring for junior faculty researchers. Acad Med. 2013 Apr;88(4):488-96. PMID: 23425990 Graham, C. R. (2005). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham, (Eds.), Handbook of blended learning: Global perspectives, local designs. San Francisco, CA: Pfeiffer Publishing. Lee, LS, Pusek, SN, McCormack, WT, Helitzer, DL, Martina, CA, Dozier, AM, Ahluwalia, JS, Schwartz, LS, McManus, LM, Reynolds, BD, Haynes, EN, Rubio, DM: Clinical and translational scientist career success: metrics for evaluation. Clinical and Translational science, 5: 400-407, 2012. Lee LS, Pusek SN, McCormack WT, et al. Clinical and translational scientist career success: metrics for evaluation. Clin Transl Sci. 2012 Oct;5(5):400-7. PMID:23067352 Matthews KR, Calhoun KM, Lo N, Ho V. The aging of biomedical research in the United States. PLoS One. 2011;6(12):e29738. PMID: 22216352 Rivkees SA. The Missing Link of NIH Funding in Pediatric Research Training Program Restructuring. Pediatrics. 2014 Dec;134(6):e1521-2. PMID: 25367541 Robinson, GFWB, Schwartz, LS, DiMeglio, LA, Ahluwalia, JS, Gabrilove, JL. Understanding career success and contributing factors for clinical and translational investigators. Submitted to Academic Medicine in September 2014 (under review) Robinson GFWB, Schwartz LS, DiMeglio LA, Ahuluwalia JS, et al. Understanding career success and contributing factors for clinical and translational investigators. Academic Medicine. Submitted September 2014 (under review) Rohlfing J, Navarro R, Maniya OZ, Hughes BD, Rogalsky DK. Medical student debt and major life choices other than specialty. Med Educ Online. 2014 Nov 11;19:25603. PMID:25391976 Winer KK, Rothenberg ME, Guimond J, et al. The Child Health Research Centers: twenty-one years of promoting the development of pediatrician scientist from 1990-2011. J Pediatr 2012. 161:975. PMID 23171484 References Cited Page 357