Short-term Training for Students in the Health Professions

描述(由申请者提供)：该培训计划的目的是继续培养将促进对人类健康和疾病的了解并加强有效临床护理的内科科学家。爱荷华州医学生研究计划通过促进创新、专业的科学互动、指导、研究道德和交流方面的培训以及发展对自己和同行的科学工作的批判性方法来实现这一目标。爱荷华大学卡弗医学院(CCOM)通过40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，美国国立卫生研究院一直在资助该项目。在培训补助金的资助下，学生有机会在医学院第一年之前或之后的暑假参与他们选择的12周的研究项目。学生从卡弗医学院、公共卫生学院、药学学院或文理学院的20个临床和6个基础科学系中选择一位导师。在一个可搜索的在线数据库上列出了150多名对短期项目有想法的教师导师，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。学生的申请是根据收到的分数进行排序的，得分最高的学生将被选中，获得32份NIH培训津贴，另外还有50份由CCOM、个别部门和其他来源资助的津贴。该项目让学生接触到整个研究过程，从撰写研究提案，到与他们的导师合作，以摘要的形式提交他们的研究成果，并在一年一度的医学生研究日上发表他们的研究成果。这一经验允许学生获得一些技能，如应用科学方法，对以前的相关实验工作进行批判性评估，以及数据分析的统计方法。与此同时，他们在与教师榜样和导师密切合作的同时，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了大量文章。在整个医学院的研究区分轨道上，人们一直对继续参与研究感兴趣，这是一个为CCOM学生提供的荣誉计划，并持续致力于研究。毕业生反复将暑期研究奖学金经验作为他们选择专业或决定作为学术医学中心教员进行基础、临床或转化性研究的基础。该计划的长期影响是在全国范围内传播一批医生，他们在职业生涯早期就对基于团队的科学产生了欣赏，使他们能够做出基于证据的决策并提高医疗质量。

DESCRIPTION (provided by applicant): The aim of this training program is to continue to produce physician-scientists who will advance understanding of human health and disease and enhance delivery of effective clinical care. The Iowa Medical Student Research Program achieves this goal through fostering innovation, professional scientific interactions, mentorship, training in research ethics and communication and development of a critical approach to one's own and peers' scientific work. 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 over 40 years ago. The NIH has continuously funded the program since 1980. Under the auspices of the training grant, students are given the opportunity to be involved in a research project of their choosing for 12 weeks in the summer preceding or following the first year of medical school. Students choose a mentor from any of 20 clinical and 6 basic science departments in the Carver College of Medicine, or the Colleges of Public Health, Pharmacy, or Liberal Arts and Sciences. Over 150 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 keyword. Students are 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 32 NIH training stipends with another 50 stipends funded by the CCOM, individual departments and other sources. The program exposes the students to the entire research process, from writing a research proposal, to working with their mentor to submit their research accomplishments in the form of an abstract and presentation of their research at the annual Medical Student Research Day. This experience permits students to acquire skills such as application of scientific methods, critical evaluation of previous related experimental work, and statistical approaches to data analysis. At the same time, they acquire knowledge and develop skills related to a specific research project while working closely with a faculty 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. There has been steady interest in continuing involvement in research throughout medical school on the Research Distinction Track, an honors program for CCOM students with a sustained commitment to research. Graduates repeatedly cite the summer research fellowship experience as the basis for their choice of specialty or decision to conduct basic, clinical or translational research as faculty in academic medical centers. The long-term impact of this program is the nationwide dissemination of a cadre of physicians, who developed an appreciation for team-based science early in their career, equipping them to make evidence-based decisions and advance healthcare quality.