Research Education Component

征聘和教育部分：摘要/摘要： 研究性教育的首要目标 (REC)是确定、吸引和促进ADRD调查人员职业发展的组成部分。这个 PITT-ADRC REC承担主要责任，执行中心推进 ADRD的研究队伍，特别强调培养我们领域未来领导者的成长。 在我们的PIT内纳入和提升多个痴呆症研究领域的初级调查人员- ADRC是我们资深教职员工的重要职责。 有十几个联邦资助的神经科学和/或老龄化培训项目(T32)， 匹兹堡大学拥有科学指导的基础设施和足够多的实习生--两者 基础和临床-对ADRD研究感兴趣。通过参加上述培训 项目和/或由高级调查员提供的一对一指导，PIT的早期调查员有许多 极好的机会发展他们在临床和基础研究方法方面的技能，拨款撰写，以及 手稿准备工作。我们计划利用这些现有资源来促进大学的职业发展 通过提供额外的针对ADRD的集中研究指导计划和 通过优化科学职业发展ADRD科研领导力的创新路径 在AD研究(OSCAR)学者计划。 REC与中心的核心紧密结合在一起。我们通过一个主要的 学徒制模式，学员通过与他们的导师一对一的工作来发展，其中许多导师 是参与ADRC其他核心的教职员工。REC将加强正在进行的研究教育 通过协调实习生范围的活动、个性化课程(特别是在匹配临床方面)来实现核心 研究活动)，并致力于行政支持，组织活动，为受训者和导师牵线搭桥， 以及开发用于导航复杂的临床研究和监管环境的集中资源 ADRD研究中心。 如果成功，这一区域经济共同体将通过培训新的领导者在该领域产生巨大和持续的影响。这 领导力对于满足日益增长的ADRD研究工作队伍不断扩大的需求至关重要。这个 创新的OSCAR ADRC核心领导人培训计划可以成为研究教育和 整个ADC网络的领导力培训。

Recruitment and Education Component: Summary/Abstract: The primary goal of the Research Education Component (REC) is to identify, attract, and promote the career development of ADRD investigators. The PITT-ADRC REC assumes primary responsibility for executing the Center’s bold vision for advancing the ADRD research workforce with a particular emphasis on cultivating the growth of our field’s future leaders. The inclusion and promotion of junior investigators in multiple areas of dementia research within our PITT- ADRC is an important responsibility of our senior faculty. With over a dozen federally funded training programs (T32s) in the neurosciences and/or aging, the University of Pittsburgh has the infrastructure for scientific mentoring and a critical mass of trainees – both basic and clinical – with an interest in ADRD research. Through participation in the aforementioned training programs and/or one-on-one mentorship by a senior investigator, early stage investigators at Pitt have many excellent opportunities to develop their skills in clinical and basic research methodology, grant writing, and manuscript preparation. We plan to leverage these existing resources for career development at the University of Pittsburgh by providing an additional centralized program of ADRD-specific research mentoring and an innovative pathway for the development ADRD research leadership through the Optimizing Scientific Careers in AD Research (OSCAR) scholars program. The REC is tightly integrated with the Center’s cores. We view research training through a primarily apprenticeship model, where the trainees develop through one on one work with their mentors, many of whom are participating faculty in other cores of the ADRC. The REC will enhance the research education occurring in the cores by coordinating trainee-wide activities, individualizing curriculum (especially in matching clinical research activities), and devoting administrative support to organizing events, matching mentees with mentors, and developing centralized resources for navigating the complex clinical research and regulatory environment of ADRD research. If successful, this REC will have a large and sustained impact on the field by training new leaders. This leadership is essential for meeting the expanding needs of the growing ADRD research work force. The innovative OSCAR ADRC core leader training program can become a model for research education and leadership training across the ADC network.