K-12 Virtual Clinical Research Center & Medical Ignorance Exploratorium: Phase I+

健康素养和科学素养已被放在国家健康和教育议程的首位。这 公众认识到不足之处，并承诺改善学校和 社区与NIH路线图和NCRR战略计划相吻合，以“重新设计临床研究企业” 包括为临床研究人员管道加油，增强公众对临床研究的了解。尽管 人们普遍认识到，科学事实是“可生物降解的”，医学科学还有很长的路要走，直到我们 发起了亚利桑那大学的医学无知课程(CMI)，针对医学，随后在- 研究生和K-12学生(针对弱势群体)，很少有人利用转变 科学/医学教育范式，重点关注我们知道的我们不知道的，不知道的我们不知道的和思考的 我们知道但不知道所有学习和发现的领域(即在医学、当前和未来的临床研究中)。 他们也没有试验过真正的以学生为中心的探究策略来识别和处理科学/ 医学上的无知，与3R或R3(即， 在今天的事实/答案之前提出科学/临床难题)。在这个第一阶段和第二阶段的环保总局提案中，我们计划在一个 循序渐进的方式，在亚利桑那州范围内引入宽带互联网，然后再向全国K-12观众介绍1)第一 永远虚拟临床研究中心(VCRC)和2)医学无知探索博物馆，在那里学生可以 成为熟练的“问答者”，浏览资源，同时查询和导航不断扩大的“医学无知之岛” 临床/转化性研究团队成员。通过已建立和正在形成的多机构/组织 伙伴关系和亚利桑那州国际公认的远程医疗计划、VCRC和医疗无知 探索博物馆将创造进步的、基于互联网的、适龄的、对文化敏感的合作 经验，跨越临床研究主题(目前K-12科学课程中包括的很少)，来自 从人造心脏到乳腺癌再到基因治疗。这些课程将被设计成让学习者参与并逐步参与 在不同的多学科团队、复杂技术和bench&lt；-&gt；bedside&lt；-¿communityTranslation(3TS或 T3)调查引起全球关注的问题，包括NFFL资助的临床研究 进取号。三阶段项目评估模式将重点放在1)设计阶段；2)实施测试阶段；以及 3)推广测试，使用试验性模型评估纳入对过程和结果的评估 剂量-反应关系以及短期和长期的成功和有效性的调解人和调节者。因此， K-12虚拟临床研究中心和医学无知探索中心旨在向K-12社区展示如何 当前的医学无知助长了给临床研究事业注入活力的问题、质疑和提问者。 进一步，展示临床研究和临床研究团队在这一基于互联网的协作、查询驱动的 环境应该通过招募和组装不同的临床研究团队来进一步推动NIH路线图 未来，为新的发现途径打造复杂的基础设施，并教育公众了解临床 研究，从而促进基础科学进展从长凳到床边到社区的转化。

Health literacy and science literacy have been placed at the top of the nation's health and education agendas. This public recognition of deficiencies and commitment to improve health/science education and innovation in schools and communities meshes with the NIH Roadmap and NCRR strategic plans to "reengineer the clinical research enterprise" including refueling the clinical researcher pipeline and enhancing public understanding of clinical research. Despite widespread recognition that scientific facts are "biodegradable" and medical science has a very long way to go, until we initiated the University of Arizona's Curriculum on Medical Ignorance (CMI), for medical and subsequently under- graduate and K-12 students (targeting disadvantaged populations), few had capitalized on the power of shifting the science/ medical education paradigm to focus on "what we know we don't know, don't know we don't know and think we know but don't"¿the terrain of all learning and discovery (viz. in medicine, current and future clinical research). Nor had they experimented with authentic student-centered inquiry strategies to recognize and deal with scientific/ medical ignorance by valuing Questions, Questioning, and Questioners (the 3Qs or Q ) alongside the 3Rs or R3 (i.e., presenting the scientific/clinical puzzles before today's facts/answers). In this Phase I & II SEPA proposal, we plan, in a stepwise fashion, to introduce a broadband Internet-based Arizona-wide and then national K-12 audience to 1) the first ever Virtual Clinical Research Center (VCRC) and 2) the Medical Ignorance Exploratorium, where students can become skilled "Questionators," surf resources and both query and navigate expanding "Isles of Medical Ignorance" as members of clinical/translational research teams. Through established and emerging multi-institutional/organizational partnerships and Arizona's internationally recognized Telemedicine Program, VCRC and the Medical Ignorance Exploratorium will create progressive live and Internet-based age-appropriate and culture-sensitive collaborative experiences, spanning clinical research topics (few of which are currently included in K-12 science curriculum) from artificial hearts to breast cancer to gene therapy. These will be designed to engage and progressively involve the learner in the diverse multidisciplinary Teams, complex Technologies, and bench<->bedside<-¿communityTranslation (3Ts or T3) investigating the questions that generate the heartbeat of the global, including Nffl-funded, clinical research enterprise. The 3-stage project evaluation model will focus on 1) design¿Kest¿>refine; 2) implement¿¿test¿>refine; and 3) disseminate¿>test, incorporating evaluations of both process and outcome using an experimental model assessing dose-response relationships and mediators and moderators of success and effectiveness both short- and long-term. Thus, the K-12 Virtual ClinicalResearch Center and Medical Ignorance Exploratorium aim to show the K-12 community how current medical ignorance fuels the questions, questioning and questioners that energize the clinical research enterprise. Further, showcasing clinical research and clinical research teams in this collaborative, inquiry-driven, Internet-based environment should further the NIH Roadmap by recruiting and assembling the diverse clinical research teams of the future, forging the complex infrastructure for new pathways of discovery, and educating the public about clinical research, thereby facilitating the translation of basic science advances from bench to bedside to community.