Rehabilitation Research Career Development Program

描述（由申请人提供）：研究人员提出了康复研究职业发展计划（RRCD），这是当前拨款K12 HD055929的更新，用于培训职业和物理治疗师的康复科学家。RRCD项目的目标是增加经过严格训练、具有外部竞争力和科学能力的康复科学家的数量，他们将进行转化研究，领导临床研究团队，并最终指导下一代职业和物理治疗研究人员。德克萨斯大学医学分部（UTMB）、佛罗里达大学（UF）和南加州大学（USC）将作为一个研究联盟来实现这一目标。该联盟包括一群高级康复调查员（领导导师），他们为K12学者提供成为独立调查员和未来康复科学领导者所需的技能和知识。培训计划分为两个阶段。第一阶段（1-3年级）旨在为学者提供跨学科康复研究的生产性职业所需的基础。学者将在其中一所联盟机构中进行研究，并在首席导师的指导下与跨学科研究团队的成员在其研究兴趣领域进行合作。每位学者将根据他们过去的培训以及首席导师和研究团队的建议，准备一份个性化的职业发展计划。该计划将包括结构化的教学培训，包括研究方法、专门课程和研讨会，以及指导赠款撰写经验。在第一阶段，学者将获得研究经验，生成、分析、呈现和发布研究数据，并具备竞争独立外部资助（例如，K01、R03、R21或R01资助）的能力。在第二阶段（4-5年），学者将过渡到独立的研究岗位。第二阶段的学者将继续投入50-75%的精力进行研究，并与首席导师和研究团队成员保持联系，但将不再获得K12奖的支持。以导师为基础的培训模式利用了联盟机构的优秀资源（例如，活跃的T32培训计划，NIH和NIDRR资助的研究中心，临床和转化科学奖）。自2007年以来转入第二阶段的88%的学者获得了来自NIH或VA的个人外部资助。这一资助成功率大大高于其他受指导的k奖项目。

DESCRIPTION (provided by applicant): The investigators propose the Rehabilitation Research Career Development Program (RRCD), a renewal of the current grant K12 HD055929, to train rehabilitation scientists who are occupational and physical therapists. The goal of the RRCD Program is to increase the number of rigorously trained, extramurally competitive, and scientifically competent rehabilitation scientists who will conduct translational investigations, lead clinical research teams, and eventually mentor the next generation of occupational and physical therapy investigators. The University of Texas Medical Branch (UTMB), the University of Florida (UF) and the University of Southern California (USC) will function as a research consortium to achieve this goal. The consortium includes a cadre of senior rehabilitation investigators (Lead Mentors) who provide the K12 Scholars with the skills and knowledge necessary to become independent investigators and future leaders in rehabilitation science. The training program is comprised of two phases. Phase 1 (Years 1-3) is designed to provide the Scholars with the foundation needed for a productive career in interdisciplinary rehabilitation research. Scholars will conduct research at one of the consortium institutions under the supervision of a Lead Mentor and collaborate with members of an interdisciplinary research team in their area of research interest. Each Scholar will prepare an Individualized Career Development Plan based on their past training and recommendations from the Lead Mentor and research team. The plan will consist of structured didactic training involving research methodology, specialized courses and seminars, and mentored grant writing experiences. In Phase 1, Scholars will acquire research experience, generate, analyze, present and publish research data, and become equipped to compete for independent external funding (e.g., K01, R03, R21, or R01 grants). In Phase 2 (Years 4-5), Scholars will transition to independent researcher positions. Phase 2 Scholars will continue to devote 50-75% effort to research and remain associated with the Lead Mentor and members of the research team, but will no longer be supported from the K12 award. The mentor-based training model takes advantage of the excellent resources at the consortium institutions (e.g., active T32 training programs, NIH and NIDRR funded research centers, Clinical and Translational Science Awards). Eighty-eight percent of our Scholars who have transitioned to Phase 2 since 2007 have obtained individual external funding from the NIH or VA. This rate of funding success is substantially higher than has been reported for other mentored K-award programs.