Washington University Institute of Clinical and Translational Sciences (TL1)

华盛顿大学临床与转化科学研究所 (TL1)

• 批准号: 10556457
• 负责人: Jay F. PiccirIllo
• 金额: $ 89.44万
• 依托单位: WASHINGTON UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-06-19 至 2027-02-28
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10556457
• 关键词: Address; Area; Assessment tool; Award; Beer; Bibliography; Clinical; Clinical Research; Clinical Sciences; Colorado; Comb animal structure; Communities; Competence; Computer software; Data; Development; Dissemination and Implementation; Doctor of Philosophy; Educational Curriculum; Entrepreneurship; Environment; Evaluation; Faculty; Funding; Future; Goals; Health; Health Sciences; Home; Infrastructure; Institutes; Intellectual Property; International; Internet; Longevity; Medical Students; Mentors; Mentorship; Methods; Modeling; National Research Service Awards; Pathway interactions; Physicians; Population; Poverty; Powder dose form; Program Development; Recommendation; Report (document); Reporting; Research; Research Infrastructure; Research Personnel; Research Support; Research Training; Review Literature; Science; Scientist; Self Assessment; Stream; Structural Racism; Technology Transfer; Time; Training; Training Programs; Translational Research; Universities; Washington; Work; austin; base; biomedical informatics; brass; career development; community engagement; dissemination science; diversity and inclusion; doctoral student; experience; faculty mentor; fighting; health equity; implementation science; improved; informatics training; innovation; insight; interest; medical schools; multidisciplinary; news; open source; personalized learning; pre-doctoral; programs; recruit; social media; success; symposium; tool; training opportunity; translational impact; translational scientist; ward

Contact PD/PI: Powderly, William G. NRSA-Training-001 (075) J. NRSA Training Core (TL1), 7. Project Summary/Abstract Washington University School of Medicine has a robust research infrastructure, outstanding faculty mentors, well-developed clinical and translational research (CTR) training programs, and a large and diverse pool of excellent pre- and postdoctoral candidates. The objective of the TL1 is to ignite an interest in becoming a CTR scientist and provide the research experience, coursework, and career development opportunities to achieve this goal. Over the past 15 years, the TL1 has successfully trained predoctoral MD, PhD, and allied health doctoral students. For our last competitive renewal, we added postdoctoral trainees interested in entrepreneurship, technology transfer, and intellectual property development. We now propose to expand our program to add support for a mentored career development pathway for MD clinical fellows. We describe new innovative curricula in biomedical informatics, dissemination and implementation (D&I) science, community engagement, team science, health equity, and online initiatives. We will introduce new mentor training programs coordinated by the Clinical Research Training Center. We request annual funding for 5 predoctoral and 7 postdoctoral trainees for 1-2 years. The overall aims of the TL1 Program are: Aim 1: Enhance TL1 infrastructure and programs to provide outstanding clinical and translational research training opportunities for predoctoral and postdoctoral trainees. Aim 2: Develop competency-based, personalized learning opportunities for diverse trainees focused on conducting and integrating translational research in populations and across the lifespan. Aim 3: Engage diverse trainees, community stakeholders in multidisciplinary collaborative clinical and translational research to accelerate the benefit and impact of translational science. Aim 4: Provide high–quality comprehensive informatics training. Aim 5: Perform robust tracking and evaluation of TL1 program, trainees, and alumni, and use these data to improve the TL1 program. Trainees will engage in a mentored research experience with one of 74 experienced program faculty, complete CTR coursework, and engage in career development activities. This award period will focus on expanding training opportunities and increase recruitment of trainees from diverse backgrounds. The TL1 Program fills a critical niche at WUSM and our partners through its multidisciplinary focus on clinical and translational research, and unique emphasis on entrepreneurship, D&I, community engagement, and health equity. We will also work with the CTSA consortium to share curriculum, training, career development programs, and methods and tools to continually improve and provide outstanding CTR training in the future. Project Summary/Abstract Page 1517 Contact PD/PI: Powderly, William G. NRSA-Training-001 (075) J. NRSA Training Core (TL1) 9. Bibliography and References Cited 1. https://clic-ctsa.org/news/insights-inspire-making-commitment-diversity-inclusion. 2. Bastian M, Heymann S, Jacomy M. Gephi: An Open Source Software for Exploring and Manipulating Networks. Proceedings of the International AAAI Conference on Web and Social Media. 2009 03/19;3(1). 3. Abedin Z, Biskup E, Silet K, Garbutt JM, Kroenke K, Feldman MD, McGee R, Jr., Fleming M, Pincus HA. Deriving competencies for mentors of clinical and translational scholars. Clin Transl Sci. 2012 Jun;5(3):273-80. PMCID: PMC3476465. 4. Keyser DJ, Lakoski JM, Lara-Cinisomo S, Schultz DJ, Williams VL, Zellers DF, Pincus HA. Advancing institutional efforts to support research mentorship: a conceptual framework and self-assessment tool. Acad Med. 2008 Mar;83(3):217-25. 5. https://cimerproject.org/entering-mentoring/ 6. Meagher E, Taylor L, Probsfield J, Fleming M. Evaluating research mentors working in the area of clinical translational science: a review of the literature. Clin Transl Sci. 2011 Oct;4(5):353-8. PMCID: PMC3727275. 7. Nearing KA, Nuechterlein BM, Tan S, Zerzan JT, Libby AM, Austin GL. Training Mentor-Mentee Pairs to Build a Robust Culture for Mentorship and a Pipeline of Clinical and Translational Researchers: The Colorado Mentoring Training Program. Acad Med. 2020 May;95(5):730-736. PMCID: PMC7644265. 8. Milewicz DM, Lorenz RG, Dermody TS, Brass LF. Rescuing the physician-scientist workforce: the time for action is now. J Clin Invest. 2015 Oct 1;125(10):3742-7. PMCID: PMC4607120. 9. Salata RA, Geraci MW, Rockey DC, Blanchard M, Brown NJ, Cardinal LJ, Garcia M, Madaio MP, Marsh JD, Todd RF, 3rd. U.S. Physician-Scientist Workforce in the 21st Century: Recommendations to Attract and Sustain the Pipeline. Acad Med. 2018 Apr;93(4):565-573. PMCID: PMC5882605. 10. https://acd.od.nih.gov/documents/reports/PSW_Report_ACD_06042014.pdf. 11. Daye D, Patel CB, Ahn J, Nguyen FT. Challenges and opportunities for reinvigorating the physician- scientist pipeline. J Clin Invest. 2015 Mar 2;125(3):883-7. PMCID: PMC4362227. 12. Williams CS, Iness AN, Baron RM, Ajijola OA, Hu PJ, Vyas JM, Baiocchi R, Adami AJ, Lever JM, Klein PS, Demer L, Madaio M, Geraci M, Brass LF, Blanchard M, Salata R, Zaidi M. Training the physician-scientist: views from program directors and aspiring young investigators. JCI Insight. 2018 Dec 6;3(23). PMCID: PMC6328016. 13. Marsh JD, Todd RF, 3rd. Training and sustaining physician scientists: what is success? Am J Med. 2015 Apr;128(4):431-6. 14. Permar SR, Ward RA, Barrett KJ, Freel SA, Gbadegesin RA, Kontos CD, Hu PJ, Hartmann KE, Williams CS, Vyas JM. Addressing the physician-scientist pipeline: strategies to integrate research into clinical training programs. J Clin Invest. 2020 Mar 2;130(3):1058-1061. PMCID: PMC7269558. 15. Blish CA. Maintaining a Robust Pipeline of Future Physician-Scientists. J Infect Dis. 2018 Aug 14;218(suppl_1):S40-s43. PMCID: PMC6093428. 16. Titanji BK, Swartz TH. A Diverse Physician-Scientist Pipeline to Fight Structural Racism. Clin Infect Dis. 2020 Sep 14. 17. Luke DA, Sarli CC, Suiter AM, Carothers BJ, Combs TB, Allen JL, Beers CE, Evanoff BA. The Translational Science Benefits Model: A New Framework for Assessing the Health and Societal Benefits of Clinical and Translational Sciences. Clin Transl Sci. 2018 Jan;11(1):77-84. PMCID: PMC5759746. 18. https://news.stlpublicradio.org/health-science-environment/2017-08-31/seek-first-to-understand-lessons- on-poverty-teach-medical-students-to-be-better-doctors#stream/0. 19. https://www.teamscience.net/home. 20. Hesse BW. COALESCE (CTSA Online Assistance for Leveraging the Science of Collaborative Effort). JAMA. 2011;306(17):1925-1926. References Cited Page 1518

联系 PD/PI：Powderly，William G.NRSA-Training-001 (075) J. NRSA 培训核心 (TL1)，7. 项目摘要/摘要 华盛顿大学医学院拥有强大的研究基础设施、优秀的师资导师、 完善的临床和转化研究（CTR）培训计划，以及大量多样化的人才库 TL1 的目标是激发优秀的博士前和博士后候选人成为 CTR 的兴趣。 科学家并提供研究经验、课程和职业发展机会以实现 在过去的 15 年里，TL1 成功培训了博士前医学博士、博士和专职医疗人员。 对于我们上次的竞争性更新，我们添加了感兴趣的博士后学员。 我们现在建议扩大我们的创业、技术转让和知识产权开发。 我们描述了新的计划，以增加对医学博士临床研究员的指导职业发展道路的支持。 生物医学信息学、传播和实施（D&I）科学、社区的创新课程 我们将引入新的导师培训。 由临床研究培训中心协调的项目我们要求每年为 5 名博士前提供资金。 博士后7名，为期1-2年。 TL1 计划的总体目标是： 目标 1：加强 TL1 基础设施和项目，以提供出色的临床和转化服务 为博士前和博士后学员提供研究培训机会。 目标 2：为不同的学员提供基于能力的个性化学习机会 在人群和整个生命周期中进行和整合转化研究。 目标 3：让不同的学员、社区利益相关者参与多学科协作临床和 转化研究，以加速转化科学的效益和影响。 目标 4：提供高质量的综合信息学培训。 目标 5：对 TL1 项目、学员和校友进行稳健的跟踪和评估，并利用这些 数据来改进 TL1 程序。 学员将在 74 名经验丰富的项目教师中的一位的指导下进行研究体验，完成 CTR课程作业，并从事职业发展活动，此奖励期将重点扩大。 培训机会并增加招募来自不同背景的学员。 通过其对临床和转化的多学科关注，WUSM 和我们的合作伙伴的关键利基市场 研究以及对创业、D&I、社区参与和健康的独特股权重视。 还与 CTSA 联盟合作，共享课程、培训、职业发展计划和方法 以及未来持续改进和提供出色的 CTR 培训的工具。 项目摘要/摘要页 1517 联系 PD/PI：Powderly，William G.NRSA-Training-001 (075) J.NRSA 培训核心 (TL1) 9. 参考书目和参考文献 1. https://clic-ctsa.org/news/insights-inspire-making-commitment-diversity-inclusion。 2. Bastian M、Heymann S、Jacomy M. Gephi：用于探索和操作的开源软件 网络。国际 AAAI 网络和社交媒体会议论文集。2009 年 3 月 19 日；3(1)。 3. Abedin Z、Biskup E、Silet K、Garbutt JM、Kroenke K、Feldman MD、McGee R, Jr.、Fleming M、Pincus HA。 临床和转化学者导师的能力。2012 年 6 月；5(3):273-80。 PMCID：PMC3476465。 4. Keyser DJ、Lakoski JM、Lara-Cinisomo S、Schultz DJ、Williams VL、Zellers DF、Pincus Advancing。 支持研究指导的机构努力：概念框架和自我评估工具。 医学，2008 年 3 月；83(3)：217-25。 5. https://cimerproject.org/entering-mentoring/ 6. Meagher E、Taylor L、Probsfield J、Fleming M。评估临床领域工作的研究导师 转化科学：文献综述，2011 年 10 月；4(5)：353-8。 7. Nearing KA、Nuechterlein BM、Tan S、Zerzan JT、Libby AM、Austin GL 培训导师-学员配对。 建立强大的指导文化以及临床和转化研究人员的渠道：科罗拉多州 指导培训计划。2020 年 5 月；95(5)：730-736。 8. Milewicz DM、Lorenz RG、Dermody TS、Brass LF 拯救医师科学家队伍：是时候了。 立即行动。J Clin Invest，2015 年 10 月 1 日；125(10)：3742-7。 9. Salata RA、Geraci MW、Rockey DC、Blanchard M、Brown NJ、Cardinal LJ、Garcia M、Madaio MP、Marsh JD、 Todd RF，第 3 期《21 世纪美国医生科学家劳动力：吸引和吸引人才的建议》 维持管道。2018 年 4 月；93(4)：565-573。 10. https://acd.od.nih.gov/documents/reports/PSW_Report_ACD_06042014.pdf。 11. Daye D、Patel CB、Ahn J、Nguyen FT。振兴医生的挑战和机遇。 科学家管道。2015 年 3 月 2 日；125(3)：883-7。 12. 威廉姆斯 CS、英尼斯 AN、巴伦 RM、阿吉约拉 OA、胡 PJ、维亚斯 JM、拜奥奇 R、阿达米 AJ、杠杆 JM、克莱因 PS、 Demer L、Madaio M、Geraci M、Brass LF、Blanchard M、Salata R、Zaidi M. 培训医师科学家： 项目主管和有抱负的年轻研究人员的观点。2018 年 12 月 6 日；3(23)。 PMC6328016。 13. Marsh JD，Todd RF，第 3 期：培训和维持医师科学家：什么是成功？ 四月；128(4)：431-6。 14. Permar SR、Ward RA、Barrett KJ、Freel SA、Gbadegesin RA、Kontos CD、Hu PJ、Hartmann KE、Williams CS，Vyas JM。解决医师科学家管道：将研究融入临床培训的策略 临床投资杂志，2020 年 3 月 2 日；130(3)：1058-1061。 15. Blish CA。维护未来医生科学家的强大渠道。J Infect Dis。 14；218（suppl_1）：S40-s43。 16. Titanji BK，Swartz TH。对抗结构性种族主义的多元化医生科学家管道。 2020 年 9 月 14 日。 17. Luke DA、Sarli CC、Suiter AM、Carothers BJ、Combs TB、Allen JL、Beers CE、Evanoff BA。 转化科学效益模型：评估转化科学的健康和社会效益的新框架 临床与转化科学。2018 年 1 月；11(1)：77-84。 18. https://news.stlpublicradio.org/health-science-environment/2017-08-31/seek-first-to-understand-lessons- 贫困教育医学生成为更好的医生#stream/0。 19. https://www.teamscience.net/home。 20. Hesse BW。CTSA 利用协作努力科学的在线援助。 美国医学会杂志，2011；306(17)：1925-1926。 引用的参考文献第 1518 页