Research Education Component

摘要 UM OAIC研究教育核心(REC)的目标是招募、选择、支持、指导和培训 初级教员将成为老龄化相关研究的独立调查人员和老年医学的学术领袖 以及各自学科范围内的老年学。另一个关键的目标是培训下一代 UM OAIC的研究人员关注代谢因素和炎症与年龄相关的相互作用 疾病和合并症，以确定与活动能力和功能状态有关的关键健康结果。 目标1.招募、选拔和培训REC学者 我们将每年支持4名REC奖学金获得者，每年支持2名继续奖学金获得者和2名新获奖者。这个 REC职业发展奖确保学者们能够保护他们的职业发展和研究时间。 每名REC奖学金获得者的培训中心是(1)一个由一名主要导师和至少一名 来自胡椒中心领导层的其他二级导师，(2)指导研究项目，(3)正式 研讨会，(4)介绍项目成果(学者第一年正在进行的工作和正式工作 (2)和(5)参加美国国立卫生研究院年度模拟研究部分。区域经济共同体密切合作 与密歇根大学临床与健康研究所(MICHR)合作，帮助学者 了解如何将基本发现转化为临床研究，或将临床发现转化为机械性研究。 目标2.为REC学者和UM其他初级教员提供职业发展方面的增强 除了培训REC学者，胡椒中心也将成为丰富的职业资源 由UM研究社区开展的发展和推进老龄化研究，重点是UM 初级教师发展。REC提供了一个关于老龄化研究、领导力和职业生涯的研讨会课程 开发；进行年度模拟国家卫生研究院研究部研究务虚会计划；并为 一年一度的老年医学中心研究研讨会。REC职业发展促进活动 帮助REC学者将基本发现应用于临床研究，探索潜在的机制 临床和流行病学结果，并将基本和临床结果转化为更广泛的老年人 社区。REC为有能力的REC学者设计了职业发展计划 将UM其他初级教员纳入老龄化研究，如PESC获奖者。 目标3.评估REC学者的进展和指导 评估计划首先设计每个学者的职业发展计划，该计划包括 不连续要素(与导师的定期会议、写作、在全国会议上的演讲、赠款 写作)根据研究领域的不同，根据每个学者的需要进行定制。REC将监控 使用定制计划作为基准，每6个月发布一次出版物和赠款提案 进步。这一目标包括对导师和学员互动的结构化和定性评估。

Abstract The goal of the UM OAIC Research Education Core (REC) is to recruit, select, support, mentor, and train junior faculty to become independent investigators in aging-related research and academic leaders in geriatrics and gerontology within their respective disciplines. A key additional objective is to train the next generation of investigators about the UM OAIC focus of how metabolic factors and inflammation interact with age-related diseases and comorbidities to determine key health outcomes related to mobility and functional status. Aim 1. Recruit, select, and train REC Scholars We will support 4 REC Scholars per year of this award, two continuing and two new Scholars per year. The REC career development award ensures Scholars can protect their time for career development and research. Central to the training of each REC Scholar is a (1) a mentorship team with a primary mentor and at least one other secondary mentor from the Pepper Center leadership, (2) mentored research project, (3) formal seminars, (4) presentation of project results (works-in-progress in the Scholar’s first year and formal presentation in year 2) and (5) participation in the annual mock NIH study section. The REC works closely with the UM Michigan Institute for Clinical and Health Research (MICHR) to assist the Scholar in understanding how to translate basic findings into clinical research or clinical findings into mechanistic studies. Aim 2. Provide career development enhancement for REC Scholars and other UM junior faculty In addition to training the REC Scholars, the Pepper Center will also serve as a rich resource for career development and advancing aging research conducted by the UM research community, with a focus on UM junior faculty development. The REC offers a seminar program in aging research, leadership, and career development; conducting the annual mock NIH study section research retreat program; and contributing to the annual Geriatrics Center-wide research symposium. REC career development enhancement activities help the REC Scholar apply basic findings to clinical investigation, explore mechanisms underlying clinical and epidemiological findings, and translate basic and clinical findings to a broader older adult community. The REC has designed the career development program for the REC Scholars with the capacity to include other UM junior faculty in aging research, such as PESC awardees. Aim 3. Evaluate REC Scholar progress and mentorship The evaluation plan begins with designing each Scholar’s career development plan, which consists of discrete elements (regular meetings with mentors, writing, presentation at a national meeting, grant writing) customized to each Scholar’s needs depending on area of research. The REC will monitor publications and grant proposal output every 6 months, using the customized plan as the benchmark for progress. This Aim includes structured and qualitative evaluation of the mentor and mentee interactions.