Short-term Training for Students in the Health Professions

爱荷华大学卡弗医学院(CCOM)通过30多年前开始的成功且不断增长的研究培训计划，支持医科学生的研究有着悠久的历史。自1980年以来，NIH一直通过NRSA T35培训补助金为该项目提供资金。 在T35短期培训补助金的资助下，学生有机会在医学院第一年后的夏天参与他们选择的12周的研究项目。学生从卡弗医学院19个临床系和6个基础科学系中选择一位导师。近200名对短期项目有想法的教师导师被列在一个可搜索的在线数据库上，学生可以从该数据库中按系、研究类型或关键字对选项进行排序。学生被要求提交一份提案，该提案由CCOM研究委员会进行竞争性审查。学生的申请按收到的分数排序，得分最高的学生将被选中，获得40份NIH T35短期培训津贴，另外还有50至60份由CCOM资助的津贴。该计划让学生接触到整个研究过程，从撰写研究提案，然后与他们的导师合作，然后在一年一度的医学生研究日以摘要和研究报告的形式提交他们的研究成果。这一经历实现了几个目标。它允许学生获得诸如应用科学方法、对以前相关实验工作的批判性评估、数据分析的统计学方法等技能，并在与充当榜样和导师的教师赞助人密切合作的同时，获得与特定研究项目相关的知识和技能。该计划导致大量学生在全国会议上发表演讲，并在同行评议的期刊上发表大量文章，并对研究区分轨道产生了越来越大的兴趣，这是一项为CCOM学生提供的荣誉计划，致力于研究。希望这段经历将鼓励学生在医学院寻求其他研究机会，并考虑从事包括生物医学研究在内的学术事业。

The University of Iowa Carver College of Medicine (CCOM) has a long history supporting medical student research with a successful and growing research training program that began more than 30 years ago. The NIH has continuously funded the program with an NRSA T35 training grant since 1980. Under the auspices of the T35 short-term training grant, students are given the opportunity to be involved in a research project of their choosing for 12 weeks in the summer following the first year of medical school. Students choose a mentor from any of 19 clinical and 6 basic science departments in the Carver College of Medicine. Nearly 200 faculty mentors with ideas for short term projects are listed on a searchable online database from which students may sort options by department, type of research or by key word. The student is required to submit a proposal, which is competitively reviewed by the Research Committee of the CCOM. Student applications are rank-ordered by the score received and those with the best scores are chosen for the 40 NIH T35 short-term training stipends with another 50 to 60 stipends funded by the CCOM. The program exposes the students to the entire research process, from writing a research proposal, then working with their mentor before submitting their research accomplishments in the form of an abstract and presentation of their research at the Annual Medical Student Research Day. This experience accomplishes several goals. It permits the student to acquire skills such as application of scientific methods, critical evaluation of previous related experimental work, statistical approaches to data analysis, and to gain knowledge and develop skills related to a specific research project while working closely with a faculty sponsor who serves as a role model and mentor. The program has led to a substantial number of student presentations at National Meetings and numerous publications in peer reviewed journals and an increasing interest in the Research Distinction Track, an honors program for CCOM students with a sustained commitment to research. It is hoped the experience will encourage the student to pursue other research opportunities in medical school as well as to consider a academic career that includes biomedical research.