Physical, Cognitive and Mental Health in Social Context

描述（由申请人提供）：这个竞争性的续期申请要求继续在佛罗里达大学（UF），这是在2003年首次资助的博士前培训计划。该计划的目的，与老年学/老年病学的主要目标一致，是培养博士前研究人员有关的策略：（a）识别老年人功能独立的潜在前因，（B）设计和评估可能预防残疾的干预措施。其次，对于那些已经经历了严重功能丧失的老年人，这个博士前培训计划的重点是确定可能减少治疗的负面后果和医源性影响的政策和做法。中风、髋部骨折等急性事件以及包括循环系统和心血管疾病、糖尿病、骨关节炎和认知障碍在内的慢性疾病，都构成了广泛研究的残疾前兆，也是减少残疾的潜在可改变因素。 沿着残疾之路前进。通过功能独立的主要理论，我们的目标是准备博士后奖学金和后续的研究安置在设置，包括传统的学科部门，临床研究环境，和多学科老年学计划的博士前学员。随着共同定位和UF的健康科学和文科校园之间的合作，UF是独特的定位，以提供独立的生物心理社会组成部分的培训，以及医疗保健，技术和政策方面的照顾老年人残疾。在这个建议中所代表的学科包括应用生理学和运动机能学、老年医学、卫生服务研究、语言学、神经学、神经心理学、神经科学、护理、职业治疗、心理学、社会学和言语病理学。核心计划的组成部分包括：（1）每个学生分配到一个经常召集的多学科指导团队（2）在研究，教育和服务领域的生产力目标的形成和密切跟踪;（3）每周一次的校园范围内的座谈会系列具有顶级国家发言人，当地研究人员在老龄化和专业发展;（4）所需的补充课程和其他教学在老龄化和统计/方法，以及负责任的研究行为。我们的指导团队方法使我们能够积极参与精力充沛的新教师（“培训导师”）的主要指导角色，同时补充和补充他们与经验丰富，富有成效的高级调查员。资金要求为六（6）博士前学员。谁已经成功完成了博士研究的第一年的学生有资格，虽然优先考虑谁已经完成了博士资格考试的学生，从而有选择地投入资源承诺，生产力的学生谁已经完成了主要的程序里程碑。自项目启动以来，在我们资助的23名学员中，6人现在担任教职，10人担任博士后/研究助理职位，5人仍在培训中， 1、离开了学术界。6名学员（27%）属于代表性不足的群体。

DESCRIPTION (provided by applicant): This competitive renewal application requests continuation of a predoctoral training program at the University of Florida (UF), which was first funded in 2003. The purpose of this program, consistent with the chief goal of gerontology/geriatrics, is to train predoctoral researchers in strategies related to: (a) identifyig potential antecedents of functional independence in older adults, and (b) designing and evaluating interventions that may prevent disability. Secondarily, for those elders who have already experienced substantial loss of function, this predoctoral training program focuses on identifying policies and practices that may reduce negative consequences and iatrogenic effects of treatment. Acute events like stroke, hip fracture, and chronic conditions including circulatory and cardiovascular disease, diabetes, osteoarthritis and cognitive impairment all constitute widely studied precursors of disability and also represent potentially modifiable factors to reduce progression down the disability pathway. Informed by major theories of functional independence, we aim to prepare pre- doctoral trainees for postdoctoral fellowships and subsequent research placements in settings including traditional disciplinary departments, clinical research environments, and multidisciplinary gerontology programs. With the co-location and collaboration between UF's health science and liberal arts campuses, UF is uniquely positioned to offer training in the biopsychosocial components of independence, as well as health care, technology, and policy aspects of care for aged persons with disability. Disciplines represented in this proposal include applied physiology and kinesiology, geriatric medicine, health services research, linguistics, neurology, neuropsychology, neuroscience, nursing, occupational therapy, psychology, sociology, and speech pathology. Core program components include (1) assignment of each student to a frequently convened multi- disciplinary mentoring team (2) formation and close tracking of productivity goals in the areas of research, education, and service ; (3) a weekly campus-wide colloquium series featuring top national speakers, local researchers in aging, and professional development; (4) required supplemental coursework and other didactics in Aging and Statistics/Methodology, as well as Responsible Conduct of Research. Our mentoring team approach allows us to actively engage energetic newer faculty ("mentors in training") in primary mentoring roles, while supplementing and complementing them with seasoned, productive senior investigators. Funds are requested for six (6) predoctoral trainees. Students who have successfully completed the first year of doctoral study are eligible, although preference is given to students who have completed doctoral qualifying examinations, thereby selectively investing resources in committed, productive students who have already completed major program milestones. Of our 23 funded trainees since program start, 6 are now in faculty positions, 10 are in postdoctoral/research associate positions, 5 are still in training, and 1 has left academia. Six (27%) of the trainees are members of under-represented groups.