Research Education Component (REC)

项目摘要-研究教育部分(REC) REC的总体目标是解决未得到满足的研究培训需求并建立专业人员 在日益增长的老年研究人员社区中保持韧性，以加速发现和 实施提高老年人身体复原力的干预措施。利用新计划和 杜克大学的合作，REC将有意扩大翻译老龄化研究人员的社区，以 包括生物行为研究人员、健康差异研究人员和卫生服务研究人员。要建造 在这个社区内，REC将协调老龄化研究课程组合 有多个机会获得反馈、网络和同行支持。该课程旨在 增强制定复杂干预措施、招募和留住不同人群的能力，以及 缩小健康差距。(目标1)。此外，REC将培训和支持社区内的导师 老年研究人员，以提高跨学科翻译研究指导的质量。至 为了实现这一目标，区域经济共同体将调整一个基于证据的导师培训研讨会，以解决 老龄化研究。(目标2)。最后，REC将提供有指导的研究经验，以准备多样化的 一组老年研究人员通过职业发展奖和胡椒关注身体韧性 种子奖。(目标3)。所有REC项目都以社会建构主义成人教育理论为基础， 学习者积极参与解决跨学科的复杂问题。评估方法 评估学习者的参与度和学习对其研究的直接影响。认识到 迫切需要开发和支持来自代表性不足群体的研究人员，REC将与 杜克研究中心致力于解决医疗公平(REACH Equity)、杜克CTSI KL2计划和 附近一所历史悠久的黑人学院/大学，北卡罗来纳州中央大学。有能力利用 机构资源将显著增强REC计划的影响。杜克大学领导人的支持是 医学院院长和REC学者承诺为REC学者提供匹配资金 系主任，以及医学院院长为REC发起的Colloquia提供资金。

PROJECT SUMMARY – Research Education Component (REC) The overall objective of the REC is to address unmet research training needs and build professional resilience within the growing community of aging researchers in order to accelerate the discovery and implementation of interventions enhancing physical resilience in older adults. Leveraging new programs and collaborations at Duke, REC will intentionally expand the community of translational aging researchers to include biobehavioral researchers, health disparities researchers, and health services researchers. To build professional resilience within this community, REC will coordinate an aging research curriculum combined with multiple opportunities for feedback, networking, and peer support. The curriculum is designed to enhance competencies in developing complex interventions, recruiting and retaining diverse populations, and reducing health disparities. (Aim 1). Further, the REC will train and support mentors within the community of aging researchers to enhance the quality of translational research mentoring across disciplines. To accomplish this, the REC will adapt an evidence-based mentor training workshop to address specific issues in aging research. (Aim 2). Finally, the REC will provide mentored research experiences to prepare a diverse group of aging researchers focusing on physical resilience through Career Development Awards and Pepper Seed Awards. (Aim 3). All REC programs are based in Social Constructivist adult education theory, with learners actively engaged in solving complex problems with others across disciplines. Evaluation approaches assess the level of learner engagement and direct impact of the learning on their research. Recognizing the critical need to develop and support researchers from underrepresented groups, REC will partner with the Duke Center for Research to Address Healthcare Equity (REACH EQUITY), the Duke CTSI KL2 program, and a nearby Historically Black College/University, North Carolina Central University. The ability to leverage institutional resources will markedly enhance the impact of the REC program. Support by Duke’s leaders is demonstrated by the commitment for matching funds for REC scholars by the School of Medicine Dean and Department Chairs, and the funding of the REC-initiated Colloquia by the School of Medicine Dean.