Together: Transforming and Translating Discovery to Improve Health

摘要：佛罗里达大学NRSA（TL 1）训练核心 佛罗里达大学临床与转化科学研究所（CTSI）TL 1项目的目标是培训 跨学科博士预科博士和双学位翻译研究人员。我们会利用 六个健康科学中心学院和五个其他学院在一个校园内与健康相关的课程， 通过协作和团队科学转变学习，具体目标如下： 1.扩展创新的CTS课程，指导研究以及职业和专业发展 优化CTS核心竞争力的有效学习计划; 2.在TL 1导师团队的支持下，为TL 1团队的研究培训开发一个基于团队的模式; 3.招聘和留住能够利用多样性实现团队目标的多元化TL 1培训生; 4.通过基于能力的评估和一系列创新指标评估培训;以及 5.支持建立CTSA国家网络，以培训所有卫生专业人员。 CTSI为36个合作伙伴博士课程的学生赞助了CTS的证书课程和博士联合专业 在11所学院开设两个专业双学位课程。新的CTS课程功能包括新课程 在团队科学和领导力发展，基于团队的学习方法，以及广泛的专业 职业发展计划。职业兴趣小组将提供补充学习， 学术界内外的翻译研究职业道路。专业发展将强调 沟通，领导，研究管理和教学。导师发展计划将包括 跨学科辅导和辅导员与学员交流方面的最佳做法。基于能力的强大 评估计划将根据CTS的概念模型，使用传统和非传统的度量标准 职业培训，结果将被用来告知有效的CTS培训背后的团队科学的科学。 学员将通过CTSI TL 1计划的几个新功能沉浸在团队科学中，包括： 资助TL 1团队2-3名来自不同合作伙伴博士课程的学生，而不是单个学生; TL 1团队成员之间合作研究的期望，以及联合出版的要求; TL 1团队形成的归纳和变更方法，使用社会网络分析来预先识别 潜在的最佳团队;团队指导，而不仅仅是基础和临床科学家的双重指导。 符合条件的学生将申请TL 1资金通常在他们的博士培训的第二年结束时，最多 两年的TL 1支持，等待令人满意的进展。培训补助金预算和机构 基金将每年支持三个新的TL 1团队，每年总共有14名TL 1学员。合作 通过KL 2计划，我们将组织国家卫生转化研究培训网络 医学和公共卫生以外的专业，为其他机构提供TL 1培训生和KL 2学者 获得课程，指导研究，职业发展和多中心研究。

Abstract: University of Florida NRSA (TL1) Training Core The goal of the University of Florida Clinical & Translational Science Institute (CTSI) TL1 Program is to train interdisciplinary predoctoral PhD and dual degree translational researchers. We will take advantage of having six health science center colleges and five other colleges with health-related programs on one campus to transform learning via collaboration and team science, with the following specific objectives: 1. Expand an innovative CTS curriculum, mentored research, and career and professional development programs to optimize effective learning of CTS core competencies; 2. Develop a team-based model for research training of TL1 Teams supported by TL1 Mentor Teams; 3. Recruit and retain diverse TL1 Trainees who can leverage diversity to accomplish team goals; 4. Evaluate training with competency-based assessment and a range of innovative metrics; and 5. Support the establishment of national CTSA networks for training in all health professions. The CTSI sponsors a certificate program and PhD co-major in CTS for students in 36 partner PhD programs and two professional dual degree programs in 11 colleges. New CTS curriculum features include new courses in team science and leadership development, team-based learning methods, and an extensive professional and career development program. Career Interest Teams will provide supplemental learning to explore translational research career pathways within and beyond academia. Professional development will emphasize communication, leadership, research management, and teaching. Mentor development programs will include best practices in interdisciplinary mentoring and mentor-mentee communication. A robust competency-based assessment program will use both traditional and nontraditional metrics based on a conceptual model of CTS career training, and results will be used to inform the science of team science behind effective CTS training. Trainees will be immersed in team science via several novel features of the CTSI TL1 Program, including: funding of TL1 Teams of 2-3 students from different partner PhD programs, rather than individual students; an expectation of collaborative research among TL1 Team members, and requirement for joint publication; inductive and alteration approaches to TL1 team formation, using social network analysis to pre-identify potentially optimal teams; and team mentoring rather than just dual mentoring by basic and clinical scientists. Eligible students will apply for TL1 funding typically at the end of their second year of PhD training, with up to two years of TL1 support, pending satisfactory progress. The combined training grant budget and institutional funds will support three new TL1 teams each year, with a total of 14 TL1 Trainees per year. In collaboration with the KL2 program, we will organize national networks for translational research training in health professions beyond medicine and public health, to provide TL1 Trainees and KL2 Scholars at other institutions with access to curricula, mentored research, career development, and multicenter research studies.