INTEGRATIVE PREDOCTORAL TRAINING IN DRUG ABUSE RESEARCH AT INDIANA UNIVERSITY

这项提议要求支持第二次更新非常成功的综合博士前培训。 印第安纳大学布鲁明顿分校的药物滥用神经科学项目。尽管在以下方面取得了实质性的进展 在特定的分析水平(例如，行为、临床和分子)内理解药物成瘾， 药物滥用问题不会通过专注于单一层面的分析来解决。如果下一代 研究人员要取得有意义的进展，他们必须是全面发展的科学家，并认识到 药物滥用是一个多方面的问题，同时拥有迅速应对和纳入的灵活性 不断发展的技术将使他们能够了解药物滥用的机制和开发治疗方法。 为了培养学员在未来十年乃至更长时间内取得成功，我们的项目强调以团队为导向、相互促进。 以翻译模式为基础的学科方法。我们的节目之所以成功，是因为它把 12名致力于综合培训并在以下方面有长期合作历史的核心教员 药物滥用研究中不可或缺的问题。他们包括高级和初级调查人员，分子 神经生物学家、认知神经学家、流行病学家和临床科学家。他们来自几个 文理学院和公共卫生学院的系，都有联合 在全校神经科学项目中的预约。在最先进的设施中共同工作，这 该集团有机会接触到一批有动力从事药物滥用研究事业的高才华实习生。我们的 培训计划通过强调三个关键组成部分来培养受训者：综合课程工作， 翻译研究培训和专业技能发展。课程内容包括基础神经学和 精神药理学，提供了物质使用障碍的生物行为过程的综合观点，以及 从翻译的角度看待理论和经验知识。研究是由一位导师在 分子、系统、认知或临床神经科学与代表 免费的分析水平。这种综合方法通过讨论小组、出席 在座谈会上，并参加国家会议。对伦理科学行为的指导包括正式的 课程作业和校园研讨会以及由一名核心教员领导的专业指导，该教员 多年领导物质使用研究中特有的伦理问题研讨会的经验。受训人员也 学习发展助学金写作、手稿准备、教学和社区推广的技能，并组织 与外部药物滥用专家一起参加的年度项目务虚会。简而言之，我们的计划依赖于 课程工作和研究培训，旨在整合和转化长凳和床边方法，以 培养做好充分准备的科学家，在药物滥用研究领域从事富有成效和变革性的职业生涯。

This proposal requests support for the second renewal of a highly successful, integrative pre-doctoral training program in the neuroscience of drug abuse at Indiana University Bloomington. Despite substantial advances in understanding drug addiction within specific levels of analysis (e.g., behavioral, clinical, and molecular), the problem of drug abuse will not be solved by focusing on a single level of analysis. If the next generation of researchers is to make meaningful progress, they must be well-rounded scientists with an appreciation that drug abuse is a multi-faceted problem, while possessing the flexibility to respond to and incorporate rapidly evolving technologies that will enable them to understand mechanisms and develop treatments for drug abuse. To prepare trainees for success in the next decade and beyond, our program emphasizes a team-driven, inter- disciplinary approach based on the translational model. Our program is successful because it brings together 12 core faculty members who are committed to integrative training and have a long history of collaboration on questions integral to drug abuse research. They include senior and junior investigators, molecular neurobiologists, cognitive neuroscientists, epidemiologists, and clinical scientists. They come from several departments in the College of Arts and Sciences and the School of Public Health, and all have joint appointments in the campus-wide Program in Neuroscience. Working together in state-of-the-art facilities, this group has access to a pool of highly talented trainees motivated to pursue careers in drug abuse research. Our training program develops trainees by emphasizing three key components: integrative course work, translational research training, and professional skills development. Course work covers basic neuro- and psychopharmacology, provides an integrative view of biobehavioral processes in substance use disorders, and brings a translational perspective to theoretical and empirical knowledge. Research is guided by a mentor in molecular, systems, cognitive, or clinical neuroscience closely integrated with a co-mentor representing a complimentary level of analysis. This integrative approach is reinforced through discussion groups, attendance at colloquia, and participation at national meetings. Instruction in ethical scientific behavior includes formal course work and campus workshops as well as specialized instruction led by a core faculty member who has many years of experience leading seminars on ethical issues unique to substance use research. Trainees also learn to develop skills in grant writing, manuscript preparation, teaching, and community outreach and organize an annual program retreat with outside experts in drug abuse. In short, our program relies on a combination of course work and research training aimed at integrating and translating bench and bedside approaches to produce scientists well prepared for productive and transformative careers in drug abuse research.