SHORT-TERM TRAINING ON EPIDEMIOLOGIC METHODS

流行病学研究学会(SER)的一个主要目标是鼓励和促进流行病学学生和年轻研究人员的专业发展。通过为博士水平的学生提供一个与其他学生和高级流行病学家互动的论坛，这些学生从事的论文利用了许多不同实质性领域的各种流行病学研究，但重点是癌症，从而实现了这一目标。这是通过在每年6月SER年度科学会议的前一天为12名学生举办为期一天的学生讲习班来实现的。第一期讲习班始于1977年，至今已连续举办了22年。研讨会的目的是为流行病学专业的学生提供一个机会，让他们的论文工作得到资深流行病学家和教师的审查、批评和讨论，他们目前是“现实世界”中富有成效的研究人员，他们在支持性和建设性的氛围中拥有各种流行病学、临床和方法学专业知识。SER的当选主席是学生工作坊主席。选出了四名教职员工，其中包括经验丰富的流行病学家和导师，他们在流行病学的各个领域工作。参与论文水平研究的任何阶段的流行病学学生，从设计到分析，都有资格申请。从平均45名申请者中，12名学生是在对他们的研究方案进行盲目审查的基础上挑选出来的。每个教员都被分配了三个方案来审查，深入评估，并在研讨会上领导讨论。所有学生和教职员工都参加所有演讲的讨论。这些讲习班的成功和价值已从每年持续不断的新申请者、现有参与者的书面评价信、以往参与者的书面支持信和良好的学术记录中清楚地体现出来。

A primary objective of the Society for Epidemiologic Research (SER) is to encourage and foster the professional development of students of epidemiology and young investigators. This objective has been met by providing a forum for interaction with other students and senior epidemiologists for doctoral level students working on theses that utilize various types of epidemiologic studies in a number of different substantive areas but with an emphasis on cancer. This has been accomplished by conducting a one-day Student Workshop for 12 students on the day before to the SER annual scientific meeting in June of each year. The first workshop began in 1977 and has been conducted continuously for 22 years. The purpose of the workshop is to provide students of epidemiology an opportunity to have their thesis work reviewed, critiqued, and discussed by senior epidemiologists and teachers who are currently productive researchers in the "real world" and who have a variety of epidemiologic, clinical, and methodological expertise in a supportive and constructive atmosphere. The President-Elect of SER is the Student Workshop Chair. Four faculty members are chosen, consisting of accomplished epidemiologists and mentors, working in various areas of epidemiology. Epidemiology students involved in any stage of thesis-level research, from design to analysis, are eligible to apply. From an average pool of 45 applicants, 12 students are selected based on a blind review of their research protocols. Each faculty is assigned 3 protocols to review, to evaluate in depth, and lead the discussion at the workshop. All students and faculty participate in the discussion of all presentations. The success and value of these workshops has been clearly demonstrated by the consistent yearly pool of new applicants, the written letters of evaluation from current participants, the written letters of support and strong academic track records of past participants.