TRAINING PROGRAM IN BIOMEDICAL IMAGING AND INFORMATIONAL SCIENCES

首席调查员/项目主任(最后、第一、中间)：吉，詹姆斯·C 项目摘要 对临床相关影像科学的量化基础科学家的培训日益重要。 优秀的成像科学在宾夕法尼亚大学的多所学校得到了很好的代表，但之前没有正式的 在研究生培训中存在努力的整合，也没有正式的临床培训部分，直到 创建生物医学成像和信息科学培训计划。成立于2006年 在HHMI-NIBIB接口倡议的赞助下，今天的计划代表着由以下人员领导的伙伴关系 放射学、生物工程、计算机和信息科学系，与 多个学校的许多其他部门。我们的前提是，最成功的研究和 定量成像科学中的技术是那些结合了临床相关性、数学严谨性和 工程技巧。因此，该计划在分析成像的同时，也包含了强大的临床暴露。 科学。目标是通过确保学生达到以下水平来提供跨学科培训 整合，使他们成为假说驱动、以临床为重点的下一代领导者 生物医学成像研究。到目前为止，计划成果在所有影响指标中都很强劲，表明 实现培训目标的成功进展：出版物(219篇)和引文(5171篇)；大量研究 奖项及表现；招聘9名(23%)市建局或弱势社群学员；以及14名毕业生(78%) 教师职位，博士后培训，或医学培训和住院医师。 为该项目开发的正规课程--博士基础--提供18个月的垂直课程 生物医学影像专业生物医学核心教学要素与基础科学教育的整合 通过三个基本部分，然后是选修课程。首先，生物医学的基础 理科(2门课程)，学生参加医学生课程的模块1和模块2 医学核心原理(包括大体解剖学)和器官系统的12个月序列 医学、综合系统和疾病。另外还有两门成像基础课程作为补充 科学：分子成像和成像的基本技术。第三个基础组件是 专业培训：负责任的研究行为、科学的严谨性和可重复性、教学 实践、以病人为中心的研究培训、研究“生存”技能和职业发展技能。这个 通过以下方式提供的许多选修课程将基础课程扩展到更专业化的培训 两条途径-成像方法和应用，以及成像数据科学-后者在下一步是新的 续订期限。教学培训由必修的实验室轮换来补充，这些轮换通过 参与的教职员工的实验室。确保论文研究的方向是转化医学 通过解决离散的临床问题，受训人员需要在 临床和基础科学学院。 小灵通398(11/07版)页面延续格式页面

Principal Investigator/Program Director (Last, First, Middle): Gee, James C. Project Summary The training of quantitative basic scientists in clinically-related imaging science is increasingly important. Excellent imaging sciences are well represented at Penn in multiple schools, but previously no formal integration of efforts in graduate training existed, nor was there a formal clinical component to the training until the creation of the Training Program in Biomedical Imaging and Informational Sciences. Established in 2006 under the auspices of the HHMI-NIBIB Interfaces Initiative, today the program represents a partnership led by the Departments of Radiology, Bioengineering, and Computer and Information Science, in collaboration with many other Departments across multiple Schools. Our premise is that the most successful research and technologies in quantitative imaging science are those that integrate clinical relevance, mathematical rigor, and engineering finesse. Accordingly, the program embraces strong clinical exposure alongside analytical imaging science. The objective is to provide interdisciplinary training by ensuring that students attain a level of integration that will allow them to become the next generation of leaders in hypothesis-driven, clinically-focused biomedical imaging research. Program outcomes to date are strong across all impact measures, indicating successful progress toward training objectives: publications (219) and citations (5171); numerous research awards and distinctions; recruitment of 9 (23%) URM or disadvantaged trainees; and 14 graduates (78%) in faculty positions, post-doctoral training, or medical training and residencies. A formalized curriculum, the doctoral foundation, developed for the program provides 18 months of vertical integration of the core didactic elements of biomedicine and basic science education in biomedical imaging through three Foundational components, followed by elective Pathways. In the first, Foundations in Biomedical Science (2 courses), students participate in modules 1 and 2 of the medical student curriculum that teaches the Core Principles of Medicine (including Gross Anatomy) and a 12-month sequence of organ systems medicine, Integrative Systems and Diseases. This is complemented by 2 courses in Foundations of Imaging Science: Molecular Imaging, and Fundamental Techniques of Imaging. The third foundational component is Professional Training: Responsible Conduct of Research, Scientific Rigor and Reproducibility, Teaching Practicum, Patient-Oriented Research Training, Research `Survival' Skills, and Career Development Skills. The foundational curriculum is extended toward more specialized training by many elective courses offered through two Pathways – Imaging Methods and Applications, and Imaging Data Science – the latter new in the next renewal period. Didactic training is complemented by obligatory Laboratory Rotations that are offered through the laboratories of participating faculty. To ensure that the thesis research is directed to translational medicine through the solution of discrete clinical problems, trainees are required to be co-advised by members of the clinical and basic science faculty. PHS 398 (Rev. 11/07) Page Continuation Format Page