Institutional Career Development Core

联系PD/PI：Ginsberg，Henry N Inst-Career-Dev-001(788) KL2职业发展计划摘要 我们的目标是建立转型KL2职业发展计划，以提供培训和指导 在跨学科团队时代指导临床和转化科学(CTS)的基本技能 研究。拟议的计划将增强职业发展、翻译能力和 来自不同学科的教职员工和科学家的协作技能。招聘工作的目标将是 拥有医学、儿科、外科、牙科研究或健康专业博士学位的调查人员， 护理学、专科保健、药理学、医疗行政管理、临床研究设计、 流行病学、生物统计学、生物医学信息学、经济学、质量改进、建模系统、 生物伦理学、工程学和行为科学。项目毕业生将获得出色的职业指导，以及 还将获得先进的CTS方法和实验方法方面的专业知识，使他们能够 更有效地竞争生物医学、临床、行为和社会科学领域的外部资金，以及 最终为跨学科的员工队伍做出贡献，并增强预防和治疗的翻译能力 疾病。我们的目标是：(I)在以下基础上发展创新的教育和职业发展方案 并扩展我们现有的许多成功的项目，这将提高我们的学者和学员的能力 参与跨学科团队合作，做出新发现，并将这些发现转化为患者 效益；(2)通过持续监测和评估证明这些方案的有效性 为了提高质量，使用关键指标来评估我们的教育项目对研究的影响 产出、职业轨迹和对生物医学研究的持续参与；以及(Iii)传播研究结果 关于新的教育交付方法、评估学生学习的新方法以及 提高我们哥伦比亚大学的合作伙伴、CTSA成员的跨学科团队科学技能 财团和全国各地的教育项目。考虑到我们的记录和优秀的申请者 我们已经准备好实现拟议的目标，我们有信心完成我们的培训 目标，这将加快下一代CTS研究人员的发展，他们不仅将 对临床和转化性研究做出重大贡献，但也将作为有效成员和 不同学科和跨学科科学团队的领导人，有能力推进与行业的伙伴关系， 患者权益倡导团体、我们在曼哈顿北部和哈莱姆的当地社区，以及其他利益相关者 组。我们相信，我们的项目将会成功，这要归功于杰出的CUMC研究组合，我们的 在管理成功的培训和指导计划方面拥有10年以上的经验，我们在 国家致力于研究能力和导师发展，以及人员和电子 我们的CTSA资源提供的基础设施。我们准备为NIH的目标做出实质性的贡献 建立一支规模更大、多样化、准备充分的CTS员工队伍。 项目摘要/摘要页718 联系PD/PI：Ginsberg，Henry N Inst-Career-Dev-001(788) 一、机构职业发展核心参考 1.莱文森DJ。男人生活的四季。纽约：阿尔弗雷德·A·克诺夫公司，1978年。363便士 2.Pincus HA，Havland MG，Dial Th，Hendryx MS博士后研究培训与 精神病学系教职员工目前的研究活动。我是J精神病学。九五年 APR；152(4)：596-601。PMID：7694910 3.Leibenluft E，Dial Th，Havand MG，Pincus HA。排名和研究的性别差异 学术精神病学家之间的活动。阿奇根精神病学。1993年11月；50(11)：896-904。PMID： 8215815 KEYSER DJ，Lakoski JM，Lara-Cinisomo S，Schultz DJ，Williams VL，Zellers DF，Pincus HA。前进 支持研究指导的机构努力：一个概念框架和自我评估工具。 阿卡德医院。2008年3月；83(3)：217-25。PMID：18316865 5.Pfund C，House SC，Asquith P，Fleming MF，Buhr Ka，Burnham El，Eichenberger Gilmore JM，Huskins WC，McGee R，Schurr K，Shapiro Ed，Spencer KC，Sorkness CA。培训临床和临床导师 翻译研究学者：一项随机对照试验。阿卡德医院。2014年5月；89(5)：774-82。 PMID：24667509 6.霍尔KL，斯托科尔斯D，莫泽RP，泰勒BK，桑奎斯特MD，Nebeling LC，Ehret CC，Barnett MJ， 首页--期刊主要分类--期刊细介绍--期刊题录与文摘--期刊详细文摘内容跨学科的协作就绪 研究团队和中心：国家癌症研究所TREC第一年评估的结果 学习。我是J Prev Med。2008年8月；35(2补充)：S161-72。PMCID：PMC3292855 7.Masse LC、Moser RP、Stokols D、Taylor BK、Marcus SE、Morgan GD、Hall KL、Croyle RT、Trochim WM。 衡量团队科学中的协作和跨学科整合。我是J Prev Med。2008年 8月；35(2补充)：S151-60。PMID：18619395 8.Porter AL，Cohen As，Roessner JD，Perreault M.测量研究人员的跨学科特性。 科学计量学。2007年7月；72(1)：117-47。 9.Greenhaus JH，Parasuraman S，Wormley WM。种族对组织经验、工作的影响 绩效评估和职业结果。《中国CAD管理杂志》1990-03；33(1)：-86. 引用文献页719

Contact PD/PI: GINSBERG, HENRY N Inst-Career-Dev-001 (788) KL2 Career Development Program Abstract Our goal is to establish the TRANSFORM KL2 Career Development Program to provide training and mentoring in skills essential to conducting clinical and translational science (CTS) in the era of interdisciplinary team research. The proposed program will enhance the career development, translational capabilities, and collaborative skills of faculty and scientists from diverse disciplines. Recruitment efforts will be targeted at investigators with research or health professional doctorates in medicine, pediatrics, surgery, dentistry, nursing, allied health, pharmacology, health care administration and management, clinical research design, epidemiology, biostatistics, biomedical informatics, economics, quality improvement, modeling systems, bioethics, engineering, and behavioral science. Program graduates will receive excellent career mentoring, and will also gain expertise in advanced CTS methods and experimental approaches that will allow them to compete more effectively for external funding in the biomedical, clinical, behavioral, and social sciences, and ultimately to contribute to an interdisciplinary workforce and enhanced translational ability to prevent and treat diseases. Our goals are to: (i) develop innovative education and career development programs, building on and extending our many successful existing programs, that will enhance the ability of our scholars and trainees to engage in interdisciplinary teamwork, make new discoveries, and translate those discoveries to patient benefit; (ii) demonstrate the effectiveness of those programs through continuous monitoring and assessment for quality improvement, using key metrics to evaluate the impact of our educational programs on research output, career trajectories, and continued engagement in biomedical research; and (iii) disseminate findings on novel educational delivery approaches, new methods for assessing student learning, and best practices in enhancing interdisciplinary team science skills to our partners at Columbia, the members of the CTSA consortium, and educational programs throughout the nation. Given our track record and outstanding applicant pool, we are ready to undertake the proposed aims and we are confident that we can achieve our training goals, which will expedite the development of the next generation of CTS researchers who will not only contribute substantially to clinical and translational research, but will also perform as effective members and leaders of diverse and interdisciplinary scientific teams, with the ability to advance partnerships with industry, patient advocacy groups, our local community in Northern Manhattan and Harlem, and other stakeholder groups. We believe that our program will be successful due to the outstanding CUMC research portfolio, our 10+ years of experience in administering successful training and mentoring programs, our investment in the national efforts towards research competencies and mentor development, and the personnel and electronic infrastructure provided by our CTSA resources. We are poised to contribute substantially to NIH's goal of building a larger, diverse, and well-prepared CTS workforce. Project Summary/Abstract Page 718 Contact PD/PI: GINSBERG, HENRY N Inst-Career-Dev-001 (788) I. Institutional Career Development Core References 1. Levinson DJ. The Seasons of a Man's Life. New York: Alfred A. Knopf, Inc.1978. 363p. 2. Pincus HA, Haviland MG, Dial TH, Hendryx MS. The relationship of postdoctoral research training to current research activities of faculty in academic departments of psychiatry. Am J Psychiatry. 1995 Apr;152(4):596-601. PMID: 7694910 3. Leibenluft E, Dial TH, Haviland MG, Pincus HA. Sex differences in rank attainment and research activities among academic psychiatrist. Arch Gen Psychiatry. 1993 Nov;50(11):896-904. PMID: 8215815 4. Keyser DJ, Lakoski JM, Lara-Cinisomo S, Schultz DJ, Williams VL, Zellers DF, Pincus HA. Advancing institutional efforts to support research mentorship: a conceptual framework and self-assessment tool. Acad Med. 2008 Mar;83(3):217-25. PMID: 18316865 5. Pfund C, House SC, Asquith P, Fleming MF, Buhr KA, Burnham EL, Eichenberger Gilmore JM, Huskins WC, McGee R, Schurr K, Shapiro ED, Spencer KC, Sorkness CA. Training mentors of clinical and translational research scholars: a randomized controlled trial. Acad Med. 2014 May;89(5):774-82. PMID: 24667509 6. Hall KL, Stokols D, Moser RP, Taylor BK, Thornquist MD, Nebeling LC, Ehret CC, Barnett MJ, McTiernan A, Berger NA, Goran MI, Jeffery RW. The collaboration readiness of transdisciplinary research teams and centers: findings from the National Cancer Institute's TREC Year-One evaluation study. Am J Prev Med. 2008 Aug;35(2 Suppl):S161-72. PMCID: PMC3292855 7. Masse LC, Moser RP, Stokols D, Taylor BK, Marcus SE, Morgan GD, Hall KL, Croyle RT, Trochim WM. Measuring collaboration and transdisciplinary integration in team science. Am J Prev Med. 2008 Aug;35(2 Suppl):S151-60. PMID:18619395 8. Porter AL, Cohen AS, Roessner JD, Perreault M. Measuring researcher interdisciplinarity. Scientometrics. 2007 Jul; 72(1):117-47. 9. Greenhaus JH, Parasuraman S, Wormley WM. Effects of race on organizational experiences, job performance evaluations, and career outcomes. Acad Manage J. 1990 Mar;33(1): 64-86. References Cited Page 719