AGS/AGING Learning, Educating, And, Researching National INitiative in Geriatrics (“LEARNING”) Collaborative

项目摘要/摘要 美国老年医学会(AGS)和医疗保健系统研究网络(HCSRN)-老年人 美国独立中心(OAIC)老龄化(推进老年基础设施和网络增长) 倡议，由国家老龄研究所(NIA)资助，正在合作创建AGS/老龄学习， 教育、研究、老年医学国家倡议(“学”)合作填满教育 以及多慢性病(MCC)研究中的培训差距。AGS是以下领域的领先组织 美国的老年医学卫生专业人员，在开发方面拥有非凡的专业知识 以及教育项目的传播。HCSRN-OAICs老龄化倡议是一项高生产力的、 来自18个HCSRN研究中心的科学家合作，进行跨学科的协作努力 调查人员来自13个由NIA(OAICs)建立的以大学为基础的顶级中心 中心“)。拟议的AGS/老龄学习合作的总体目标是开发一种 国家自主学习课程侧重于监控化学品的科学。通过AGS/老化 学习协作，我们将设计、实施并广泛传播一个创新、多学科、 临床和转化型老年病学-相关研究课程，面向新兴临床医生和转化型 调查员(T2-T4)。AGS拥有广泛的网络，使我们能够接触到- 在美国国立卫生研究院的研究基金中有代表，并在#年促进招募代表不足的少数族裔进入职业生涯 学术研究。该课程将包括：(1)关于预防和管理 MCCS；(2)开发功能和其他患者价值的结果并将其纳入临床试验； (3)招募不同人群进行临床研究；(4)研究方法 老年健康差异；以及(5)患者和照顾者对研究设计、实施和 评估。我们的具体目标是：(1)开发以培训为重点的多学科在线课程 新的和新兴的研究人员进行预防和翻译研究的临床和翻译研究 在整个生命周期内管理MCC；(2)在AGS年度科学会议上提供培训员培训课程 会议，向临床和翻译科学家介绍课程，用于他们自己的教学 机构，以及将研究人员聚集在一起的会议和会议；(3)建立虚拟学习 临床和转化型科学家社区，促进对创新解决方案的讨论 开展以预防和管理为重点的研究面临的挑战，包括 与招募不同人口有关；(4)通过国家研究传播课程 网络、协作以及专业协会和组织；以及(5)评估 通过对网络覆盖范围和影响的定量分析和定性 分析学习者对课程本身的反馈。

PROJECT SUMMARY/ABSTRACT The American Geriatrics Society (AGS) and the Health Care Systems Research Network (HCSRN)-Older Americans Independence Centers (OAICs) AGING (Advancing Geriatrics Infrastructure and Network Growth) Initiative, funded by the National Institute on Aging (NIA), are partnering to create an AGS/AGING Learning, Educating, And, Researching National INitiative in Geriatrics (“LEARNING”) Collaborative to fill educational and training gaps in multiple chronic conditions (MCCs) research. The AGS is the leading organization of ageriatrics health professionals in the United States and has extraordinary depth of expertise in development and dissemination of educational programs. The HCSRN-OAICs AGING Initiative is a highly productive, collaborative, interdisciplinary endeavor involving scientists from 18 HCSRN research centers, in partnership with investigators from 13 premier, university-based centers established by the NIA (the OAICs or “Pepper Centers”). The overarching goal of the proposed AGS/AGING LEARNING Collaborative is to develop a national self-directed learning curriculum focused on the science of MCCs. Through the AGS/AGING LEARNING Collaborative, we will design, implement, and widely disseminate an innovative, multi-disciplinary, clinical and translational geriatrics-relevant research curriculum to reach emerging clinician and translational investigators (T2-T4). The AGS has extensive networks that will allow us to reach institutions that are under- represented in NIH research funding and enhance recruitment of under-represented minorities into careers in academic research. The curriculum will encompass: (1) research on the prevention and management of MCCs; (2) the development and incorporation of function and other patient-valued outcomes into clinical trials; (3) the recruitment of diverse populations into clinical research; (4) research approaches to the study of geriatric health disparities; and (5) patient and caregiver engagement in research design, implementation, and evaluation. Our specific aims are to: (1) Develop a multi-disciplinary online curriculum with a focus on training new and emerging investigators to conduct clinical and translational research on the prevention and management of MCCs across the lifespan; (2) Offer train-the-trainer sessions, at the AGS Annual Scientific Meeting, to introduce the curriculum to clinical and translational scientists for use in teaching at their own institutions, and meetings and conferences that bring investigators together; (3) Establish a virtual Learning Community of clinical and translational scientists to promote discussions of innovative solutions to the challenges of conducting research focused on the prevention and management of MCCs including those relating to recruitment of diverse populations; (4) Disseminate the curriculum through national research networks, collaboratives, and professional societies and organizations; and (5) Assess the overall impact of the LEARNING Collaborative through a quantitative analysis of network reach and impact, and a qualitative analysis of learner feedback on the curriculum itself.