Training Core

培训核心

• 批准号: 10483213
• 负责人: Elizabeta Nemeth
• 金额: $ 66.16万
• 依托单位: UNIVERSITY OF CALIFORNIA LOS ANGELES
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-15 至 2026-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10483213
• 关键词: Address; Aging; Appointment; Area; Association of American Medical Colleges; Basic Science; Benign; Biological Sciences; Biomedical Research; Businesses; California; Child; Clinical; Clinical Research; Clinical Sciences; Collaborations; Communication; Communities; Data Scientist; Development; Discipline; Doctor of Pharmacy; Doctor of Philosophy; Elderly; Engineering; Environment; Equipment and supply inventories; Evaluation; Feedback; Fellowship; Film; Foundations; Funding; Future; General Practitioners; Generations; Goals; Graduate Degree; Grant; Health Sciences; Health Services; Hematological Disease; Hematology; Hospitals; Infrastructure; Institutes; Institution; Instruction; Internships; Joints; Journals; Kidney; Knowledge; Laws; Learning; Longevity; Los Angeles; Medical; Medical center; Medicine; Mentors; Mosses; National Institute of Diabetes and Digestive and Kidney Diseases; National Research Service Awards; Nephrology; Outcome; Patient-Focused Outcomes; Physicians; Population; Privatization; PubMed; Public Health; Public Health Informatics; Public Hospitals; Publications; Recording of previous events; Report (document); Reporting; Research; Research Institute; Research Personnel; Research Project Grants; Research Training; Resources; Risk; Science; Scientist; Self Efficacy; Structure; Surveys; System; Techniques; Training; Training Programs; Translational Research; Translations; Underrepresented Minority; United States; United States National Institutes of Health; Universities; Update; Urology; Writing; austin; biocomputing; care outcomes; career; career development; cohort; collaborative environment; college; effectiveness measure; experience; faculty mentor; graduate medical education; health care delivery; improved; innovation; interest; medical schools; medical specialties; member; metropolitan; multidisciplinary; next generation; novel; programs; skills; symposium; translational medicine; translational scientist; urologic; working group

Contact PD/PI: Salusky, Isidro B. NRSA-Training-001 (081) Training Core Abstract The broad goal of KUH-ART is to prepare our trainees to become leaders in cutting edge research in the nephrology, urology and hematology areas. Our trainees will have either a clinical background or basic science background combined with an interest in solving medically relevant questions in the KUH area. UCLA KUH-ART will consolidate existing fragmented research training programs under one umbrella and create a larger regional entity where trainees are part of an interactive cohort. The Specific Aims of the KUH-ART are: 1. Guide trainees in developing a strong foundation of knowledge in biological and health sciences relating to different aspects of kidney, benign urologic and benign hematologic diseases. 2. Provide individualized hands-on mentored research training in each trainee’s focus area of basic, translational, clinical or computational research. 3. Develop trainees’ scientific writing and communication skills for presentations, publications, and grants (see Professional Development Core). 4. Maintain an interactive and supportive academic environment that promotes the development of team research skills and collaborative experience needed for successful, independent scientific careers as members and leaders of interdisciplinary teams. 5. Develop a KUH community through a versatile instructional and mentoring platform geared to the trainees, mentors, the KUH scientific community and other research stakeholders at UCLA and nation-wide (see Networking Core). 6. Devise and implement comprehensive tracking and ongoing evaluation in multiple areas of the program by structured feedback from trainees, mentors, Internal and External Advisory Boards and NIDDK to identify weaknesses and institute continuous quality improvement. We aim to prepare outstanding pre- and postdoctoral scholars for research careers in benign KUH and allied disciplines, promote multidisciplinary team research, and expand research workforce with both physicians and non-clinician investigators pursuing or newly attracted to KUH research. Our goal is to attract an outstanding group of pre- and postdoctoral applicants who seek a cross-training experience across the research spectrum from basic sciences and translational medicine to health services and informatics. We have carefully selected 56 outstanding mentors who have a record of commitment to biomedical research training in the KUH and related areas. The proposed new UCLA KUH-ART integrates and mutually potentiates the previously fragmented research training and career development enterprise at UCLA and affiliated institutions. Ultimately, our graduates will accelerate the volume, pace, and translation into practice of scientific discoveries and innovations that improve the care and outcomes of patients across the lifespan, from children to the elderly. Project Summary/Abstract Page 300 Contact PD/PI: Salusky, Isidro B. NRSA-Training-001 (081) Training Core References Cited 1. National Institutes of Health. Physician-Scientist Workforce Working Group Report Bethesda, MD2014 [updated Jun; cited 2020 April 3]1-123]. Available from: https://acd.od.nih.gov/documents/reports/PSW_Report_ACD_06042014.pdf. 2. Valantine HA, Collins FS. National Institutes of Health addresses the science of diversity. Proc Natl Acad Sci U S A. 2015;112(40):12240-2. Epub 2015/09/24. doi: 10.1073/pnas.1515612112. PubMed PMID: 26392553; PMCID: PMC4603507. 3. Kaiser J. Biomedical research: The graying of NIH research. Science. 2008;322(5903):848-9. Epub 2008/11/08. doi: 10.1126/science.322.5903.848. PubMed PMID: 18988821. 4. Matthews KRW, Calhoun KM, Lo N, Ho V. The aging of biomedical research in the United States. PLoS ONE. 2011;6(12):e29738. doi: 10.1371/journal.pone.0029738. PubMed PMID: 22216352; PMCID: PMC3247288. 5. Daniels RJ. A generation at risk: Young investigators and the future of the biomedical workforce. Proc Natl Acad Sci U S A. 2015;112(2):313-8. Epub 2015/01/07. doi: 10.1073/pnas.1418761112. PubMed PMID: 25561560; PMCID: PMC4299207. 6. Wong MD, Guerrero L, Sallam T, Frank JS, Fogelman AM, Demer LL. Outcomes of a Novel Training Program for Physician-Scientists: Integrating Graduate Degree Training With Specialty Fellowship. Journal of graduate medical education. 2016;8(1):85-90. Epub 2016/02/26. doi: 10.4300/jgme-d-15- 00135.1. PubMed PMID: 26913109; PMCID: PMC4763397. 7. Fogelman AM. Strategies for training generalists and subspecialists. Ann Intern Med. 1994;120(7):579- 83. Epub 1994/04/01. doi: 10.7326/0003-4819-120-7-199404010-00009. PubMed PMID: 8116997. 8. Gilliland CT, White J, Gee B, Kreeftmeijer-Vegter R, Bietrix F, Ussi AE, Hajduch M, Kocis P, Chiba N, Hirasawa R, Suematsu M, Bryans J, Newman S, Hall MD, Austin CP. The fundamental chracteristics of a translational scientist. ACS Pharmacol Transl Sci. 2019;2(3):213-6. Epub 2020/04/08. doi: 10.1021/acsptsci.9b00022. PubMed PMID: 32259057; PMCID: PMC7088880. 9. Garmire LX, Gliske S, Nguyen QC, Chen JH, Nemati S, JD VANH, Moore JH, Shreffler C, Dunn M. THE TRAINING OF NEXT GENERATION DATA SCIENTISTS IN BIOMEDICINE. Pacific Symposium on Biocomputing Pacific Symposium on Biocomputing. 2017;22:640-5. Epub 2016/11/30. doi: 10.1142/9789813207813_0059. PubMed PMID: 27897014; PMCID: PMC5425257. 10. Berk RA, Berg J, Mortimer R, Walton-Moss B, Yeo TP. Measuring the effectiveness of faculty mentoring relationships. Academic medicine : journal of the Association of American Medical Colleges. 2005;80(1):66-71. Epub 2004/12/25. doi: 10.1097/00001888-200501000-00017. PubMed PMID: 15618097. 11. Mullikin EAB, L.L.; Betz,N.E. Assessing Research Self-Efficacy in Physician-Scientists: The Clinical Research APPraisal Inventory. Journal of Career Assessment. 2007;15(3):367-87. doi: 10.1177/1069072707301232. 12. Romanick M, Ng K, Lee G, Herbert M, Coller BS. The Rockefeller University Graduate Tracking Survey System. Clinical and translational science. 2015;8(4):326-9. Epub 2014/11/14. doi: 10.1111/cts.12238. PubMed PMID: 25393695; PMCID: PMC4430469. References Cited Page 301

联系 PD/PI：Salusky、Isidro B.NRSA-Training-001 (081) 培训核心摘要 KUH-ART 的总体目标是培养我们的学员成为该领域前沿研究的领导者 我们的学员将具有临床背景或基础知识。 科学背景加上对解决 UCLA 地区医学相关问题的兴趣。 KUH-ART 将把现有分散的研究培训项目整合到一个框架下，并创建一个 KUH-ART 的具体目标是： 1. 指导学员打下与生物和健康科学相关的坚实知识基础 肾脏、良性泌尿系统疾病和良性血液系统疾病的不同方面。 2. 在每个学员的基础、重点领域提供个性化的实践指导研究培训 转化、临床或计算研究。 3. 培养学员在演讲、出版物和资助方面的科学写作和沟通技巧（参见 专业发展核心）。 4. 维持一个互动和支持性的学术环境，促进团队的发展 成功、独立的科学职业所需的研究技能和合作经验 跨学科团队的成员和领导者。 5. 通过面向学员的多功能教学和指导平台开发 KUH 社区， 导师、KUH 科学界以及 UCLA 和全国范围内的其他研究利益相关者（参见 网络核心）。 6. 在计划的多个领域制定并实施全面跟踪和持续评估 来自学员、导师、内部和外部顾问委员会以及 NIDDK 的结构化反馈，以确定 并持续改进质量。 我们的目标是为良性 KUH 和相关领域的研究事业培养优秀的博士前和博士后学者 学科，促进多学科团队研究，并扩大与医生和 追求或新近被 KUH 研究吸引的非临床研究人员 我们的目标是吸引杰出的研究人员。 寻求跨研究领域交叉培训经验的博士前和博士后申请者群体 从基础科学和转化医学到卫生服务和信息学，我们都经过精心挑选。 56 位杰出导师，曾在 KUH 及相关领域致力于生物医学研究培训 拟议的新加州大学洛杉矶分校 KUH-ART 整合并相互增强了先前分散的领域。 最终，我们的毕业生在加州大学洛杉矶分校及其附属机构进行研究培训和职业发展。 将加快科学发现和创新的数量、速度和转化为实践 改善患者从儿童到老年人整个生命周期的护理和结果。 项目摘要/摘要第 300 页 联系 PD/PI：Salusky、Isidro B.NRSA-Training-001 (081) 引用的培训核心参考文献 1. 美国国立卫生研究院医师科学家劳动力工作组报告贝塞斯达，MD2014 [6 月更新；引用于 2020 年 4 月 3 日]1-123]。 https://acd.od.nih.gov/documents/reports/PSW_Report_ACD_06042014.pdf。 2. Valantine HA，柯林斯 FS。美国国立卫生研究院致力于研究多样性科学。 Acad Sci U S A. 2015；112(40):12240-2。Epub 2015/09/24。 PMID：26392553；PMCID：PMC4603507。 3. Kaiser J. 生物医学研究：NIH 研究的灰色化，2008；322(5903)：848-9。 2008/11/08。doi：10.1126/science.322.5903.848。PubMed PMID：18988821。 4. Matthews KRW、Calhoun KM、Lo N、Ho V。美国公共科学图书馆的老龄化。 一。2011；6(12)：e29738。doi：10.1371/journal.pone.0029738。PubMed PMID：22216352； PMC3247288。 5. Daniels RJ。危险的一代：年轻的研究人员和生物医学劳动力的未来。 美国国家科学院 2015；112(2):313-8。 doi：10.1073/pnas.1418761112。 PMID：25561560；PMCID：PMC4299207。 6. Wong MD、Guerrero L、Sallam T、Frank JS、Fogelman AM、Demer LL 新型培训的结果。 医师科学家计划：将研究生学位培训与专业奖学金相结合。 研究生医学教育杂志。2016年2月26日，Epub：10.4300/jgme-d-15-。 00135.1。PubMed PMID：26913109；PMCID：PMC4763397。 7. Fogelman AM。培训通才和亚专科医师的策略。Ann Intern Med。120(7):579- 83. Epub 1994/04/01。 doi：10.7326/0003-4819-120-7-199404010-00009。 8. Gilliland CT、White J、Gee B、Kreeftmeijer-Vegter R、Bietrix F、Ussi AE、Hajduch M、Kocis P、Chiba N、 Hirasawa R、Suematsu M、Bryans J、Newman S、Hall MD、Austin CP 的基本特征。 转化科学家。 ACS Pharmacol Transl Sci 2019；2(3):213-6。 10.1021/acsptsci.9b00022。PubMed PMID：32259057；PMCID：PMC7088880。 9. Garmire LX、Gliske S、Nguyen QC、Chen JH、Nemati S、JD VANH、Moore JH、Shreffler C、Dunn M。 下一代生物医学数据科学家培训太平洋研讨会。 2017 年太平洋生物计算研讨会；22:640-5 Epub doi： 10.1142/9789813207813_0059。PubMed PMID：27897014；PMCID：PMC5425257。 10. Berk RA、Berg J、Mortimer R、Walton-Moss B、Yeo TP 衡量教师的有效性。 学术医学：美国医学院协会杂志。 2005；80(1)：66-71。Epub 2004/12/25。 doi：10.1097/00001888-200501000-00017。 15618097。 11. Mullikin EAB，L.L.；评估医生科学家的研究自我效能：临床 研究评估清单。2007 年；15(3):367-87。 10.1177/1069072707301232。 12. Romanick M、Ng K、Lee G、Herbert M、Coller BS 洛克菲勒大学毕业生追踪调查。 系统。2015 年；8(4)：326-9。doi：10.1111/cts.12238。 PubMed PMID：25393695；PMCID：PMC4430469。 引用的参考文献第 301 页