Research Education Component (REC)

项目摘要/摘要-研究教育部分(REC) 研究教育部分(REC)的总体目标是培养下一代领导者 将基础科学和临床见解整合到促进晚年储备和韧性的干预措施中。至 要做到这一点，我们建立在现有的老年科学和衰老生物学培训计划的基础上，以填补关键 老龄化研究教育方面的差距。具体地说，REC将协调老龄化研究的交付 面向全院早期研究人员的课程(目标1)促进基础和临床科学 在整个生命周期中整合储备和弹性(关于储备和弹性的研究座谈会，数据 整合工作组)，以及支持不同人口群体储备和复原力的新干预措施 老年人(老年人干预发展工作坊，差异研究课程，试点 研究工作坊)。我们利用现有的基础设施将9个资助的职业生涯中的学者联系起来 杜克大学的发展计划，以增强课程的影响力。第二，接入强大的管道 对于有才华的早期研究人员，我们提供个性化的老龄化研究指导(目标2)，通过提供 每年指导最多5名“胡椒学者”的研究经验和专业发展。 学者创建个性化的职业发展计划，并由精心挑选的 导师团队包括至少2名OAIC核心教员。他们完成研究培训，可能包括 核心教师的课程作业、专业发展研讨会或研究技术教程。常规 在数据集成工作组中介绍他们的工作是为了促进基本和 临床科学一体化。胡椒奖学金获得者获得工资、项目和/或职业发展计划 来自OAIC的支持。最后，REC负责评估老龄化研究的有效性 跨杜克OAIC的教育(目标3)。由全国老龄中心的教育工作者指导 在课程开发和评估方面得到公认的专业知识，REC将衡量OAIC的影响 采用名义小组等创新评估方法的学者职业发展计划 会话。我们利用机构资源的能力将显著增强区域经济共同体的影响 程序。我们与杜克临床翻译科学奖中心建立了密切的合作伙伴关系 (CTSA)KL2计划，以加强学者招聘，共享课程和资源；Duke OAIC REC 和CTSA拥有相同的联合负责人和项目总监，以促进互动。医学院 提供优秀的职业发展计划、研究领导力培训和拨款撰写教育 和支持服务，将被我们的学者利用。杜克大学领导人对REC计划的支持 医学院院长承诺为REC学者提供匹配资金证明了这一点 医学部主席，以及REC发起的关于储备和复原力的讨论会的资金 医学院院长。

PROJECT SUMMARY/ABSTRACT – Research Education Component (REC) The overall goal of the Research Education Component (REC) is to develop the next generation of leaders in integrating basic science and clinical insights into interventions promoting reserve and resilience in late life. To accomplish this we build upon strong existing training programs in Geroscience and Biology of Aging to fill key gaps in aging research education. Specifically, the REC will coordinate delivery of aging research curriculum to early investigators across the institution (Aim 1) promoting basic and clinical science integration in reserve and resilience across the lifespan (Research Colloquia on Reserve and Resilience, Data Integration Working Group), and new interventions that support reserve and resilience in diverse populations of older adults (Intervention Development in Elderly Adults Workshop, Disparities Research Curriculum, Pilot Studies Workshop). We utilize an existing infrastructure linking scholars across the 9 funded career development programs at Duke to enhance the impact of the curriculum. Second, accessing a strong pipeline of talented early investigators, we provide individualized aging research mentorship (Aim 2) by offering mentored research experiences and professional development to up to 5 select “Pepper Scholars” each year. Scholars create individualized professional development plans and are supported by a carefully selected mentorship team including at least 2 OAIC Core faculty. They complete research training which may include coursework, professional development workshops, or research technique tutorials from Core faculty. Regular presentation of their work in the Data Integration Working Group is mandated in order to promote basic and clinical science integration. Pepper Scholars receive salary, project, and/or professional development plan support from the OAIC. Finally, the REC is responsible for evaluating the effectiveness of aging research education across the Duke OAIC (Aim 3). Guided by educators in the Aging Center with nationally recognized expertise in curriculum development and evaluation, the REC will measure the impact of OAIC programs on Scholars' career progression using innovative evaluation methods such as nominal group sessions. Our ability to leverage institutional resources will markedly enhance the impact of the REC program. We have established a close partnership with the Duke Clinical Translational Science Award Center (CTSA) KL2 program to enhance scholar recruitment, share curriculum and resources; the Duke OAIC REC and CTSA share the same co-leader and project director to facilitate interactions. The School of Medicine offers excellent professional development programs, research leadership training, and grant-writing education and support services that will be utilized by our scholars. The support of the REC program by Duke's Leaders is demonstrated by the commitment for matching funds for REC scholars by the School of Medicine Dean and the Department of Medicine Chair, and the funding of the REC-initiated Colloquia on Reserve and Resilience by the School of Medicine Dean.