Short-term Training for Students in the Health Professions

爱荷华州卡弗医学院（CCOM）有着悠久的历史，支持医学生的研究与成功和不断增长的研究培训计划，开始于30多年前。自1980年以来，NIH一直通过NRSA T35培训补助金为该项目提供资金。 在T35短期培训补助金的赞助下，学生有机会在医学院第一年之后的夏天参与他们选择的研究项目12周。学生从卡弗医学院的19个临床和6个基础科学部门中选择一名导师。近200名有短期项目想法的教师导师被列在一个可搜索的在线数据库上，学生可以根据部门、研究类型或关键词对选项进行排序。学生必须提交一份提案，由CCOM研究委员会进行竞争性审查。学生申请按收到的分数排序，成绩最好的学生将获得40个NIH T35短期培训津贴，另外50至60个津贴由CCOM资助。该计划将学生暴露在整个研究过程中，从撰写研究提案，然后与他们的导师一起工作，然后以摘要的形式提交他们的研究成果，并在年度医学生研究日介绍他们的研究。这种经验实现了几个目标。它允许学生获得的技能，如科学方法的应用，以前的相关实验工作，统计方法的数据分析的批判性评价，并获得知识和发展相关的技能，以一个特定的研究项目，同时与教师赞助商谁担任榜样和导师密切合作。该计划导致了大量的学生在全国会议上的演讲，并在同行评审的期刊上发表了大量的论文，以及对研究区别轨道的兴趣越来越大，这是一个为CCOM学生提供的荣誉计划，并持续致力于研究。希望这一经历将鼓励学生在医学院寻求其他研究机会，并考虑包括生物医学研究在内的学术生涯。

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 more than 30 years ago. The NIH has continuously funded the program with an NRSA T35 training grant since 1980. Under the auspices of the T35 short-term training grant, students are given the opportunity to be involved in a research project of their choosing for 12 weeks in the summer following the first year of medical school. Students choose a mentor from any of 19 clinical and 6 basic science departments in the Carver College of Medicine. Nearly 200 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 key word. The student is 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 40 NIH T35 short-term training stipends with another 50 to 60 stipends funded by the CCOM. The program exposes the students to the entire research process, from writing a research proposal, then working with their mentor before submitting their research accomplishments in the form of an abstract and presentation of their research at the Annual Medical Student Research Day. This experience accomplishes several goals. It permits the student to acquire skills such as application of scientific methods, critical evaluation of previous related experimental work, statistical approaches to data analysis, and to gain knowledge and develop skills related to a specific research project while working closely with a faculty sponsor who serves as a 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 and an increasing interest in the Research Distinction Track, an honors program for CCOM students with a sustained commitment to research. It is hoped the experience will encourage the student to pursue other research opportunities in medical school as well as to consider a academic career that includes biomedical research.