Institutional Career Development Core

机构职业发展核心

• 批准号: 10439469
• 负责人: Faheem W Guirgis
• 金额: $ 59.14万
• 依托单位: UNIVERSITY OF FLORIDA
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-08-15 至 2024-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10439469
• 关键词: 2,4-Dinitrophenol; Academy; Active Learning; Address; Advisory Committees; Appointment; Career Choice; Certification; Clinical; Clinical Competence; Clinical Research; Clinical Trials; Collaborations; Communication; Communication Research; Competence; Data; Degree program; Development; Development Plans; Discipline; Dissemination and Implementation; Distance Learning; Distant; Doctor of Pharmacy; Doctor of Philosophy; Doctor' s Degree; E-learning; Educational Curriculum; Educational process of instructing; Educational workshop; Enrollment; Environment; Ethics; Ethnic Origin; Evaluation; Faculty; Fellowship; Florida; Funding; Gender; Goals; Grant; Health; Health Sciences; Individual; Institution; Laboratories; Leadership; Learning; Maps; Master' s Degree; Medicine; Mentors; Modeling; Persons; Positioning Attribute; Preparation; Productivity; Program Development; Publications; Race; Reporting; Research; Research Personnel; Role; Science; Series; Training; Training Programs; Translational Research; Underrepresented Populations; United States National Institutes of Health; Universities; Workforce Development; Writing; base; biomedical scientist; career; career development; certificate program; college; demographics; design; didactic education; diversity and inclusion; experience; externship; flexibility; innovation; interest; leadership development; member; multidisciplinary; online course; programs; recruit; skills; tool; translational health science; working group

The primary goal of the CTSI’s Mentored Career Development (KL2) Program is to educate and train diverse, multidisciplinary Early Stage Investigators (ESI) at the University of Florida Health Science Center (UFHSC), and several affiliated institutions for leadership roles in research translation. A secondary goal is to engage Translational Workforce Development leadership at Florida State University (FSU) to establish a formal K Scholar Training Program. These goals will be attained by completion of five specific aims. First, a flexible, two-year curriculum of didactic courses and mentored research will provide for the rigorous learning of core competencies that clinical doctorates or PhD’s require to pursue successful translational research careers. Innovative aspects include extension of KL2 Programs to ESI’s across UF Colleges and campuses, a pre KL2 Program for clinicians, a revised Certificate in Clinical and Translational Health Science, and a Mentor Academy expanded to an online course to develop mentoring skills. Second, over the two-year training period, a series of career development opportunities will build professional skills in communication, mentoring, research management, teaching, collaboration/team science, leadership, as well as grant writing. Innovative components include the organization of all ESI’s into a K College with monthly career development sessions, K to R Bootcamp for writing their first R01 application, a Certificate Program in Biomedical Scientists as Educators, Career Interest Teams, and KL2 Externships with regional CTSA hubs. Third, we will recruit and retain four KL2 scholars (two-year appointments) who are diverse with regards to demographics, profession, and career plans. Innovative aspects will be recruitment from our K College pool (currently 143 ESI’s from 10 colleges and several campuses, including FSU), and programs from our Diversity and Inclusion Working Groups to assure participation from underrepresented groups. Fourth, a model program for regional development will be developed for ESI’s at UF campuses, FSU, and affiliated academic institutions distant from the UF campus. Innovative aspects include the conversion of all courses, Certificate Programs, grant- writing workshops, and seminars to online/distance learning opportunities using livestreaming, videoarchiving, or asynchronous online learning curricula. Fifth, the program’s impact will be assessed by acquisition of core competencies and scholar career trajectories. Innovative aspects have been mapping of core competencies to the curriculum and 15 year tracking of all KL2 scholars. To date, all 23 KL2 Scholars continue careers in science. In the current period of funding, all eight KL2 Scholar graduates will have K or R funds from NIH, with high levels of productivity in publications and presentations. At the end of the next period of funding, the KL2 Program will have continued to launch ESI’s onto independent research careers, but with expansions of programs to FSU and other UF affiliated campuses and programs, thereby creating a model program for regionalization of translational career development.

CTSI指导职业发展（KL2）计划的主要目标是教育和培训潜水员， 佛罗里达大学健康科学中心（UFHSC）的多学科早期研究人员（ESI）， 以及几个在研究翻译中领导角色的会员机构。次要目标是参与 佛罗里达州立大学（FSU）的转化劳动力发展领导力建立正式K 学者培训计划。这些目标将通过完成五个特定目标来实现。首先，灵活， 教学课程和修改研究的两年课程将为核心的严格学习提供 临床博士学位或博士学位的能力需要从事成功的转化研究职业。 创新的方面包括将KL2计划扩展到ESI跨UF大学和校园， 临床医生计划，临床和转化健康科学的修订证书和导师 学院扩展到在线课程以发展指导技能。第二，在两年的培训期间， 一系列职业发展机会将在沟通，心理， 研究管理，教学，协作/团队科学，领导力以及赠款写作。创新的 组件包括所有ESI的组织成K大学，每月职业发展课程，K 为了撰写第一个R01应用程序，R Bootcamp是生物医学科学家的证书计划 教育工作者，职业兴趣团队和KL2具有区域CTSA枢纽的实习。第三，我们将招募和 保留四名KL2学者（两年的任命），他们在人口统计，职业，职业，职业方面是潜水员 和职业计划。创新方面将从我们的k大学泳池招募（目前有143个ESI的10 大学和几个校园，包括FSU），以及我们的多样性和包容性的计划 团体确保来自代表性不足的群体的参与。第四，区域模型程序 将为UF校园，FSU和会员学术机构的ESI开发开发 来自UF校园。创新方面包括所有课程的转换，证书计划，授予 - 使用直播，视频制度，编写研讨会和在线/远程学习机会的半手 或异步在线学习课程。第五，该计划的影响将通过获得核心来评估 能力和学者职业轨迹。创新的方面已将核心能力映射到 所有KL2学者的课程和15年跟踪。迄今为止，所有23个KL2学者都在继续职业 科学。在当前的资金期间，所有八位KL2学者毕业生将拥有NIH的K或R资金， 出版物和演示中的高水平生产率。在下一阶段的资金结束时，KL2 计划将继续推出ESI的独立研究职业，但扩展 FSU和其他UF关联校园和计划的计划，从而为 翻译职业发展的区域化。