Research Education Core

摘要 亚太裔美国人阿尔茨海默氏症和痴呆症研究资源中心 1)越来越多的科学家在AD/ADRD相关的行为、社会和 通过创新的辅导和社区互动模式进行生物医学研究； 2)通过共同数据元素推动AD/ADRD试点研究在较旧的APA中的严密性和影响 和数据共享；3)作为国家资源，提供经过语言/文化测试和验证的工具 评估APA人群的认知、功能和AD/ADRD护理。研究教育部分- 由回归的REC负责人Melissa Simon博士和新招聘的Mary Mittelman博士领导，Mary Mittelman博士曾担任 纽约大学ADRC的教育和心理社会核心领导-将协调所有培训活动，包括 为期两年的教学课程，研究中负责任的行为培训，以及科学家- 有RCASIA导师的导师。REC还将推出一种创新的、基于理论的指导模式 由基于发展模型的特定学科Pod(类似的导师-学员二元组)组成 学科、作为顾问的前科学家、非国大教职员工)和跨学科族裔团队 (来自不同学科的导师-学员二人组与来自同一APA小组的参与者一起工作， 社区和生活顾问，CLRC教员)。除了传统的学术指标，REC将领先基线 入职科学家的培训需求评估；监督吊舱/团队会议；参加年度 RCMAR与两名科学家会面；并与 罗格斯人口伦理中心。建议在第一年获资助的项目有三项 代表不足的科学家涉及协调美国各地的认知和社会决定指标- 基于中国老年人的研究(PINE)，基于中国的中国老年人研究(CHARLS)，以及美国- 基于对老年移民和非移民成年人(HRS)的研究，以确定背景和 移民对认知轨迹的影响；按亚洲老年人分类的医疗保健利用分析 美国五个州患有AD/ADRD和癫痫的美国人(使用HCUP)，其次是 概念图改善中国和亚洲印度成年AD/ADRD和癫痫患者的护理服务 新泽西州；持续血糖监测的可接受性和可行性，以减少护理需求和二元 患有糖尿病和非常轻微的AD/ADRD的老年华裔美国人的冲突。在这些活动中， 委员会将得到各核心部门的密切支持，并每年与选管会协调，进行持续评估。 和改进。REC目标的成功完成将最大限度地提高培训和科学性 提高RCASIA科学家的生产力，开发一条返回RCASIA科学家的管道，这些科学家将反过来充当 导师或同伴导师，并为指导的Pod/Team模式的有效性生成证据。

ABSTRACT The Resource Center for Alzheimer’s and Dementia Research in Asian and Pacific Americans (RCASIA) has missions of 1) increasing scientists underrepresented in AD/ADRD-related Behavioral, Social, and Economic Research biomedical research through innovative models of mentoring and community interaction; 2) advancing the rigor and impact of AD/ADRD pilot studies in older APAs through Common Data Elements and data-sharing; 3) serving as a national resource for linguistically/culturally tested and validated tools to assess cognition, function, and AD/ADRD care in APA populations. The Research Education Component – led by returning REC lead Dr. Melissa Simon and newly recruited Dr. Mary Mittelman who has served as Education and Psychosocial Core leads for the NYU ADRC – will coordinate all training activities including the 2-year didactic curriculum, the training for Responsible Conduct in Research, and the pairing of Scientist- Mentor with an RCASIA mentor. REC will also introduce an innovative, theory-based model of mentoring consisting of developmental model-based discipline-specific Pods (mentor-mentee dyads in similar discipline, former Scientists as consultants, AnC faculty) and transdisciplinary ethnicity-based Teams (mentor-mentee dyads from diverse disciplines working with participants from same APA subgroup, Community and Lived Advisors, CLRC faculty). Beyond traditional academic metrics, REC will lead baseline training needs assessment of entering Scientists; monitor Pod/Team meetings; attend yearly the Annual RCMAR Meeting with two Scientists; and co-lead the Responsible Conduct of Research session with the Rutgers Center for Population Level Ethics. Three of the projects proposed for funding in Year 1 from underrepresented Scientists involve harmonization of cognitive and social determinant measures across US- based study of older Chinese adults (PINE), China-based study of older Chinese adults (CHARLS), and US- based study of older immigrant and non-immigrant adults (HRS) to identify the effect of background and immigration on cognitive trajectories; analysis of healthcare utilization by older disaggregated Asian Americans with co-morbid AD/ADRD and epilepsy across five U.S. states (using HCUP), followed by group concept mapping to improve care delivery for Chinese and Asian Indian adults with AD/ADRD and epilepsy in NJ; acceptability and feasibility of continuous glucose monitoring to reduce care needs and dyadic conflicts for older Chinese Americans with diabetes and very mild AD/ADRD. Throughout these activities, REC will be closely supported by the Cores and will coordinate yearly with the EAC for continuous evaluation and improvement. Successful completion of the REC Aims will maximize the training and scientific productivity of RCASIA Scientists, develop a pipeline of returning RCASIA Scientists who will in turn serve as mentors or peer mentors, and generate evidence for the effectiveness of the Pod/Team model of mentoring.