National Library of Medicine Conference 2022

2022 年国家医学图书馆会议

基本信息

批准号：
10526993
负责人：
PETER L. ELKIN
金额：
$ 4.32万
依托单位：
STATE UNIVERSITY OF NEW YORK AT BUFFALO
依托单位国家：
美国
项目类别：
财政年份：
2022
资助国家：
美国
起止时间：
2022-02-10 至 2022-06-30
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/10526993
关键词：
5 year old Area Big Data Bioinformatics Biomedical Research Buffaloes Clinical Clinical Informatics Clinical Research Complex Computer Systems Depressed mood Discipline Doctor of Philosophy Education Educational Curriculum Educational workshop Ensure Ethics Evaluation Faculty Funding Genomics Goals Grant Health Health Technology Healthcare Human Informatics Institutes Institutional Review Boards Knowledge Laboratories Link Location Medical Medical Informatics Mentors Participant Patient Care Postdoctoral Fellow Public Health Research Research Personnel Research Training Running Schedule Students Technology Training United States National Library of Medicine Universities Work biomedical informatics clinical care doctoral student falls flexibility improved innovation insight interest meetings patient safety pedagogy posters programs recruit skills student mentoring symposium usability web site

项目摘要

Buffalo Research Innovation in Genomic and Healthcare Technology Education (BRIGHT Education), University at Buffalo’s Department of Biomedical Informatics Post-and- PreGraduate Research Training The University at Buffalo’s Department of Biomedical Informatics, with funding from our first T15 grant, trained 3 PhD students and 6 post docs plus 8 short term trainees in biomedical informatics research. We continue our focus on: 1-health & healthcare/clinical informatics; 2-translational bioinformatics; and 3-clinical research informatics, with inclusion now on informatics of: 4) Public Health and 5) Consumer Health. The curriculum builds on our growing MS and PhD programs with our existing faculty and outside mentors in addition to world- renowned experts who provide workshops, etc. Most medical informatics focuses on the specifics of research in implementation, technology, clinical care, etc. We do that, of course, but we also integrate the synergistic research skills and orientations needed for biomedical informatics to move our discipline beyond its current entanglements. In contrast, our department (now 7.5 years old) fits perfectly with the ethos and focus of the NLM’s research training goals. We also realize that our location in a depressed area offers us the obligation, opportunity, and privilege to recruit and train scholars so often excluded from this field. They can stay in familiar settings, and bring their insights to others. Also, our affiliated scholars, researchers, practitioners, and linked institutes will join with us to train and inspire our students. We enable students to use research to understand and improve the field--analyze the complex interactions of workflow, evaluation, computer systems, CDS, usability, ethics, big data, clinical research, and patient care–researching biomedical informatics to help move healthcare IT to be a fluent, informed, and meaningful contribution to clinical efficiency and medical knowledge. Our PhD program is comprised of core courses, required additional courses in 1 of the 5 concentrations (“selectives”), and at least 17 credits of electives. In addition to didactic and lab courses, all students are involved in extensive research, practicums, workshops, presentations, mock IRBs and ethics reviews, our EHR laboratory, patient safety and quality rounds, and human factors training. Because of students’ varying expertise, we build in flexibility to reflect pedagogic requirements while ensuring mastery of necessary skills and mentoring of students. Biomedical informatics continues to frustrate, despite (or because of) its extraordinary promises. Only committed and skilled researchers can help us close this gap; enabling our field to achieve what is so needed. We will work with the NLM to create an outstanding training grant meeting program. We will serve as the local organizing committee for the meeting and will help recruit and host the Scientific Planning Committee. We will accept and review applications and schedule the sessions. We will run the meeting and host the meeting web site. During the meeting we will serve the needs of the participants and host the meals and other functions including a welcome reception, a poster and networking reception and a course dinner. We will offer optional trips on Friday to Niagara Falls for interested participants.

布法罗基因组和医疗技术教育研究创新 (BRIGHT 教育），布法罗大学生物医学信息学系研究生研究培训布法罗大学生物医学信息学系在我们的第一笔 T15 拨款的资助下，培训了 3 名博士生和 6 名博士后以及 8 名短期实习生从事生物医学信息学研究。重点关注：1-健康与保健/临床信息学；2-翻译生物信息学和3-临床研究；信息学，现在包含以下信息学：4) 公共卫生和 5) 消费者健康课程。建立在我们不断增长的硕士和博士项目的基础上，除了世界各地的现有教师和外部导师之外，举办研讨会等的知名专家。大多数医学信息学侧重于研究的细节在实施、技术、临床护理等方面。当然，我们这样做，但我们也整合了协同作用生物医学信息学所需的研究技能和方向，使我们的学科超越目前的水平相比之下，我们的部门（现已成立 7.5 年）完全符合该部门的精神和重点。我们还意识到，我们位于经济萧条地区，因此我们有义务，招募和培训经常被排除在该领域之外的学者的机会和特权，他们可以留在这个领域。熟悉的环境，并将他们的见解带给其他人，以及我们的附属学者、研究人员、从业者和人员。相关机构将与我们一起培训和激励我们的学生，我们使学生能够利用研究来实现目标。理解并改进该领域——分析工作流程、评估、计算机系统、 CDS、可用性、伦理、大数据、临床研究和患者护理——研究生物医学信息学以提供帮助使医疗保健 IT 成为对临床效率和医学流畅、知情且有意义的贡献我们的博士课程由核心课程和 5 门课程中的 1 门所需的附加课程组成。专业课程（“选修课”），以及至少 17 个学分的选修课除了教学课程和实验课程外，所有课程均包括在内。学生参与广泛的研究、实习、研讨会、演讲、模拟 IRB 和道德规范审查、我们的 EHR 实验室、患者安全和质量查房以及人为因素培训。针对学生不同的专业知识，我们建立灵活性来反映教学要求，同时确保掌握尽管（或因为）学生的必要技能和指导仍然令人沮丧。）其非凡的承诺只有坚定而熟练的研究人员才能帮助我们缩小这一差距；我们将与 NLM 合作举办一次出色的培训资助会议。我们将作为会议的当地组织委员会，并帮助招募和主办会议。科学规划委员会。我们将接受和审查申请并安排会议。会议期间，我们将满足与会者的需求并主办会议网站。举办餐饮和其他活动，包括欢迎招待会、海报和联谊招待会以及我们将为感兴趣的参与者提供周五前往尼亚加拉大瀑布的可选旅行。