Professional Development Core

摘要-专业发展核心 RI-CCTS专业发展的关键组成部分建立在国家在教育方面的多种优势， 培训和教师发展。对这一关键组成部分很重要的机构包括布朗的阿尔珀特 医学院及其七所附属教学医院，布朗公共卫生学院和 工程，和URI的药学院和护理学院。这些机构的教师指导许多 NIH资助的培训和职业发展计划（例如，T32、K12、R25），并具有广泛的 指导经验。然而，在临床和医疗保健方面仍然存在重大的培训和指导差距， 翻译研究（CTR）。借助IDEA-CTR的资源，我们将能够开发一系列 专业发展基础设施的关键要素，我们相信这些要素将迅速改变国际扶轮CTR 社区重要的是，我们的努力将集中在国际扶轮优先处理的健康问题上 卫生署，包括心脏猝死，吸烟和戒烟，肥胖，物质 虐待和成瘾，消除新的艾滋病毒感染，生殖健康，囚犯健康， 与精神疾病有关的神经科学。我们提出以下具体目标： 1.利用现有机构资源开发新的培训机会。新的例子 机会是一个指导研究奖计划，将资助三名学者每年，每月 为所有临床和转化研究导向的职业举办跨机构赠款开发研讨会 发展获奖者（例如，T32 s，K12 s，R25 s）跨学科的校园范围内，基于网络的培训 面向临床和转化研究的主题（例如，基础科学家如何有效地与 临床医生，反之亦然），以及如何将研究成果商业化的网上培训。 2.为临床和转化研究建立全州范围的指导网络。除了 建立一个全面的网上数据库，其中包括来自 生物科学、公共卫生、工程、社会科学、医学、药学和护理，我们 将为导师和学员开发和实施基于网络的培训， 导师-学员关系的影响。我们将特别关注以下人员的辅导需求- 代表少数民族和妇女。 我们相信，这一拟议的专业发展关键组成部分的影响将是深远的 因为我们提出的计划1）明确建立在现有的COBRE和INBRE投资基础上，2）利用 现有的机构资源，并补充这些资产与重点新的计划和投资， 3)创建以新方式连接多个RI机构的基础设施，4）与现有NIH产生协同作用 和国家科学基金会资助的项目，特别是培训项目，5）优先考虑国家的健康需求。

ABSTRACT – PROFESSIONAL DEVELOPMENT CORE The RI-CCTS Professional Development Key Component builds on the state's multiple strengths in education, training, and faculty development. Institutions that are important to this Key Component include Brown's Alpert School of Medicine and its seven affiliated teaching hospitals, Brown's School of Public Health and School of Engineering, and URI's College of Pharmacy and College of Nursing. Faculty at these institutions direct many NIH-funded training and career development programs (e.g., T32s, K12s, R25s), and have extensive mentoring experience. However, significant training and mentoring gaps remain related to Clinical and Translational Research (CTR). With the resources of an IDeA-CTR we will be able to develop a series of critical elements of Professional Development infrastructure that we believe will rapidly transform the RI CTR community. Importantly, our efforts will be focused on the health problems that have been prioritized by the RI Department of Health, including sudden cardiac death, smoking and smoking cessation, obesity, substance abuse and addiction, the elimination new HIV infections, reproductive health, prisoner health, and neuroscience related to mental disorders. We propose the following Specific Aims: 1. Develop new training opportunities that leverage existing institutional resources. Examples of new opportunities are a Mentored Research Award program that will fund three scholars a year, a monthly trans-institutional grant development seminar for all clinical and translational research-oriented career development awardees (e.g., T32s, K12s, R25s) campus-wide, web-based training in interdisciplinary clinical and translational research-oriented topics (e.g., how basic scientists can effectively collaborate with clinicians, and vice versa), and web-based training in how to commercialize research findings. 2. Develop a state-wide mentoring network for clinical and translational research. In addition to developing a comprehensive web-based database of experienced and interested mentors from the Biological Sciences, Public Health, Engineering, Social Sciences, Medicine, Pharmacy, and Nursing, we will develop and implement web-based training for both mentors and mentees in how to optimize the impact of the mentor-mentee relationship. We will give special attention to the mentoring needs of under- represented minorities and women. We believe that the impact of this proposed Professional Development Key Component will be profound because our proposed plan 1) explicitly builds on existing COBRE and INBRE investments, 2) leverages existing institutional resources, and complements these assets with focused new programs and investments, 3) creates infrastructure that links multiple RI institutions in new ways, 4) creates synergies with existing NIH and NSF funded programs, particularly training programs, 5) prioritizes the health needs of the state.