K-12 Virtual Clinical Research Center & Medical Ignorance Exploratorium: Phase I+

K-12 虚拟临床研究中心

• 批准号: 7069378
• 负责人: MARLYS Hearst WITTE
• 金额: $ 27万
• 依托单位: UNIVERSITY OF ARIZONA
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-03-20 至 2011-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7069378
• 关键词: Internet; clinical research; community

DESCRIPTION (provided by applicant): Health literacy and science literacy have been placed at the top of the nation's health and education agendas. This public recognition of deficiencies and commitment to improve health/science education and innovation in schools and communities meshes with the NIH Roadmap and NCRR strategic plans to "reengineer the clinical research enterprise" including refueling the clinical researcher pipeline and enhancing public understanding of clinical research. Despite widespread recognition that scientific facts are "biodegradable" and medical science has a very long way to go, until we initiated the University of Arizona's Curriculum on Medical Ignorance (CMI), for medical and subsequently undergraduate and K-12 students (targeting disadvantaged populations), few had capitalized on the power of shifting the science/ medical education paradigm to focus on "what we know we don't know, don't know we don't know and think we know but don't"-the terrain of all learning and discovery (viz. in medicine, current and future clinical research). Nor had they experimented with authentic student-centered inquiry strategies to recognize and deal with scientific/ medical ignorance by valuing Questions, Questioning, and Questioners (the 3Qs or Q3) alongside the 3Rs or R3 (i.e., presenting the scientific/clinical puzzles before today's facts/answers). In this Phase I & II SEPA proposal, we plan, in a stepwise fashion, to introduce a broadband Internet-based Arizona-wide and then national K-12 audience to 1) the first ever Virtual Clinical Research Center (VCRC) and 2) the Medical Ignorance Exploratorium, where students can become skilled "Questionators," surf resources and both query and navigate expanding "Isles of Medical Ignorance" as members of clinical/translational research teams. Through established and emerging multi-institutional/organizational partnerships and Arizona's internationally recognized Telemedicine Program, VCRC and the Medical Ignorance Exploratorium will create progressive live and Internet-based age-appropriate and culture-sensitive collaborative experiences, spanning clinical research topics (few of which are currently included in K-12 science curriculum) from artificial hearts to breast cancer to gene therapy. These will be designed to engage and progressively involve the learner in the diverse multidisciplinary Teams, complex Technologies, and bench<->bedside<-"community Translation (3Ts or T3) investigating the questions that generate the heartbeat of the global, including NIH-funded, clinical research enterprise. The 3-stage project evaluation model will focus on 1) design-test->refine; 2) implement-"test->refine; and 3) disseminate->test, incorporating evaluations of both process and outcome using an experimental model assessing dose-response relationships and mediators and moderators of success and effectiveness both short- and long-term. Thus, the K-12 Virtual Clinical Research Center and Medical Ignorance Exploratorium aim to show the K-12 community how current medical ignorance fuels the questions, questioning and questioners that energize the clinical research enterprise. Further, showcasing clinical research and clinical research teams in this collaborative, inquiry-driven, Internet-based environment should further the NIH Roadmap by recruiting and assembling the diverse clinical research teams of the future, forging the complex infrastructure for new pathways of discovery, and educating the public about clinical research, thereby facilitating the translation of basic science advances from bench to bedside to community.

描述（由申请人提供）： 健康素养和科学素养已被置于美国健康和教育议程的顶部。这种公众认可不足和致力于改善学校和社区的健康/科学教育和创新的承诺与NIH路线图和NCRR战略计划，以“重新设计临床研究企业”，包括加油临床研究人员管道，并增强公众对临床研究的理解。尽管广泛认识到科学事实是“可生物降解”的，并且医学科学还有很长的路要走，直到我们开始亚利桑那大学的医学无知课程（CMI），医学和本科生和K-112学生（CMI）和K-112学生（CMI）和K-112学生（少数人都知道众所周知的求助于医学教育），这是对Science/ Sherig shif的能力，这是什么知识，这是对Science/ socig of Sherig of shif的努力，这是什么知识，这是众所周知的努力。不知道和认为我们知道，但不要“ - 所有学习与发现的地形（有关医学，当前和未来的临床研究）。他们也没有尝试通过以3RS或R3的身份评估问题，提问者（3QS或Q3）来认识和处理科学/医学无知（即提出科学/临床难题之前，请在当今事实/答案之前提出科学/临床难题）。 In this Phase I & II SEPA proposal, we plan, in a stepwise fashion, to introduce a broadband Internet-based Arizona-wide and then national K-12 audience to 1) the first ever Virtual Clinical Research Center (VCRC) and 2) the Medical Ignorance Exploratorium, where students can become skilled "Questionators," surf resources and both query and navigate expanding "Isles of Medical Ignorance" as members of clinical/translational research teams. Through established and emerging multi-institutional/organizational partnerships and Arizona's internationally recognized Telemedicine Program, VCRC and the Medical Ignorance Exploratorium will create progressive live and Internet-based age-appropriate and culture-sensitive collaborative experiences, spanning clinical research topics (few of which are currently included in K-12 science curriculum) from artificial hearts to breast cancer to gene therapy.这些将旨在参与并逐步使学习者参与多样化的多学科团队，复杂技术和台式<->床头<--床头< - “社区翻译（3TS或T3），调查了产生全球心跳的问题，包括NIH资助的NIH资金资金资助的临床研究企业，包括3阶段项目评估模型。 3）传播 - >测试，使用一个评估剂量反应关系的实验模型以及短期和长期的成功和有效性的介体和主持人进行了对过程和结果的评估。因此，K-12虚拟临床研究中心和医学无知Exploratorium的目的是向K-12社区展示当前的医学无知如何为临床研究企业充满活力的问题，质疑和提问者。 Further, showcasing clinical research and clinical research teams in this collaborative, inquiry-driven, Internet-based environment should further the NIH Roadmap by recruiting and assembling the diverse clinical research teams of the future, forging the complex infrastructure for new pathways of discovery, and educating the public about clinical research, thereby facilitating the translation of basic science advances from bench to bedside to community.