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

联系PD/PI：Guay-Woodford，Lisa Marie Inst-Career-Dev-001(495) 项目摘要摘要 -- 我们提出了一个有指导的职业发展计划，该计划将利用CTSI-CN v2.0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/Carilion诊所。KL2计划的重点是儿童障碍作为成人疾病的前兆。 我们提出了一种团队指导、多机构课程和访问大型研究的方法 技能发展工具箱。它还将提供强大的生物医学、卫生服务、制药、 工业，和非营利性的外轮。我们的研究教育范式利用混合学习，即 包括远程教育和在线学习门户。通过CTSA学术研究中心的资源 监督委员会和赠款增强计划，KL2学者将掌握CTR核心 能力，并在制定和提交有竞争力的NIH补助金的各个方面做好充分准备 在他们的训练期结束前申请。当务之急是促进招募学者的多样性 和导师，提出了招聘、保留和个性化支助的具体战略。九龙洲第二期 奖学金获得者：1)完成CTR、生物信息学、系统生物学和卫生政策方面的研究生课程 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 他们的科学发现进入了临床应用的下一个阶段。我们提议的计划将确保学者们 有75%的保护时间。我们在亲和力领域聘请了48名导师/合作导师，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 工程学；严格的临床试验；以及健康差异/卫生服务研究。我们的学者将参加 在CTSA-网络活动中，包括由南方医科大学发起的远程外部项目 卡罗莱纳州CTSA；我们的新R25课程名为“儿科CTR教育的创新”；计划中的R13- 在一年一度的临床和翻译协会上支持以儿科为重点的KL2的卫星会议 科学会议，以及CTSI-CN U54申请中提出的多学科联盟试点方案， “通过多站点规划加速儿童健康研究(CHAMP)”。政府的行政架构 KL2包括一名项目负责人和三名在临床研究方面具有互补技能的项目联合负责人， 团队科学/领导力和教育设计。我们建议挑选和培训9名奖学金获得者。 期间，4个由联邦政府提供资金，5个由机构提供资金。我们将使用持续的评估方法来持续 加强和细化培训计划，并衡量其对科学事业和研究的长期影响 在CTR中的贡献。 项目摘要/摘要页356 联系PD/PI：Guay-Woodford，Lisa Marie Inst-Career-Dev-001(495) 参考文献 DCastro R，Sambuo D，Ubel PA，Stewart A，Jagsi R.学术医学导师网络：Moving 超越了为初级教职研究人员提供指导的二元概念。阿卡德医院。2013年4月；88(4)：488-96。 PMID：23425990 格雷厄姆，C.R.(2005)。混合式学习系统：定义、当前趋势和未来方向。在C.J.邦克 &C.R.Graham(编辑)，《混合学习手册：全球视角，本地设计》。加利福尼亚州旧金山： 法伊弗出版公司。 Lee，LS，Pusek，SN，McCormack，WT，Helitzer，DL，Martina，CA，Dozier，AM，Ahluwalia，JS，Schwartz，LS， McManus，LM，Reynolds，BD，Haynes，EN，Rubio，DM：临床和翻译科学家职业生涯成功： 用于评估的指标。《临床与翻译科学》，2012年，5：400-407。 李林斯，Pusek SN，McCormack WT，等人。临床和转化学家职业生涯成功：衡量标准 评估。临床翻译科学。2012年10月；5(5)：400-7。PMID：23067352 马修斯KR，卡尔霍恩·科姆，罗南，何维。美国生物医学研究的老龄化。PLOS一号。 2011年；6(12)：e29738。PMID：22216352 Rivkees SA.美国国立卫生研究院在儿科研究培训项目重组中资金缺失的环节。 儿科。2014年12月；134(6)：e1521-2。PMID：25367541 罗宾逊，GFWB，施瓦茨，LS，DiMeglio，LA，Ahluwalia，JS，Gabrilove，JL.了解职业成功 以及对临床和翻译研究人员的贡献因素。年提交给学院医学 2014年9月(正在审查中) 罗宾逊GFWB，施瓦茨LS，DiMeglio LA，Ahuluwalia JS，等人。了解事业成功和 临床和翻译研究人员的贡献因素。学术医学。2014年9月提交 (正在审查中) 首页--期刊主要分类--期刊细介绍--期刊题录与文摘--期刊详细文摘内容医学生债务与主要人生选择 而不是特产。医学教育在线。2014年11月11日；19：25603。PMID：25391976 刘晓明，刘晓华，李晓波，等.儿童健康研究中心：21年 促进儿科科学家发展(1990-2011年)。J儿科杂志2012。161：975。PMID 23171484 引用文献第357页

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