Cardiovascular Disease Research Ethics (CADRE) Program

项目描述（由申请人提供）：项目负责人和合作者提出了一项为期3年的跨学科合作项目，名为“心血管疾病研究伦理（CADRE）计划”，包括短期课程，旨在提高生物医学研究人员识别和解决涉及人类研究参与者的心血管研究的伦理、法律和社会影响的技能；课程内容将以国家需求评估为基础。CADRE项目汇集了一个由专家和经验丰富的调查人员组成的团队，并包括一个课程咨询委员会和社区组织，以帮助指导项目的开发、实施和评估。将提供为期一天的现场和在线课程。现场课程每年将在美国各地的不同地点举办三次，其中一个课程与国家科学协会（例如，美国心脏协会）同时举办，第二个课程在莫尔豪斯医学院校园举行，第三个课程在德克萨斯州休斯顿的德克萨斯心脏研究所举行；每门课程都旨在吸引来自美国各地的参与者。特别招聘和旅行援助将用于吸引历史上服务不足的课程参与者。

DESCRIPTION (provided by applicant): The PI and collaborators propose a 3-year collaborative, cross-disciplinary project titled "Cardiovascular Disease Research Ethics ("CADRE") Program," consisting of short-term courses with a goal of improving the skills of biomedical researchers at identifying and addressing the ethical, legal and social implications of cardiovascular research involving human research participants; course content will be based upon a national needs assessment. The CADRE Program brings together a team of expert and experienced investigators, and includes a curriculum advisory committee and community-based organizations to help guide project development, implementation and evaluation. Both one-day on-site and online courses will be offered. On-site courses will be held three times annually at different sites across the U.S., including one course held concurrently with a national scientific society (e.g., the American Heart Association), a second course held on the campus of the Morehouse School of Medicine, and a third course held at the Texas Heart Institute in Houston, Texas; each course is intended to draw participants from across the U.S. Special recruitment and travel assistance will be used to draw historically underserved course participants. The online course will be web-based, asynchronous, and interactive. Participants will be asked to complete course evaluations, and continuing education credit will be provided. The project consists of four specific aims and related research methods: 1) develop a modular, transportable ethics training program in cardiovascular research that includes both traditional onsite and computer-mediated instruction; 2) deliver annually three needs-driven one-day onsite courses tailored to scientific and institutional constituents, one of which is tailored to community, non-scientific constituents; 3) deliver a skill-based, case-centered online course with user-defined, feedback-driven instructional content; and 4) assess instructional effectiveness through participant and user evaluations, pre- and post-course knowledge tests, and long-term surveys.