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国家健康和教育议程的首位。这种公众对缺陷的认识以及对改善学校和社区健康/科学教育和创新的承诺，与 NIH 路线图和 NCRR 战略计划相一致，即“重新设计临床研究企业”，包括补充临床研究人员管道和增强公众对临床研究的理解。尽管人们普遍认识到科学事实是“可生物降解的”，并且医学科学还有很长的路要走，但直到我们为医学生以及随后的本科生和 K-12 学生（针对弱势群体）启动了亚利桑那大学的医学无知课程 (CMI) ），很少有人利用改变科学/医学教育范式的力量来关注“我们知道我们不知道的东西，不知道我们不知道的东西以及认为我们知道但不知道的东西” - 地形的所有学习和发现（即医学、当前和未来的临床研究）。他们也没有尝试过真正的以学生为中心的探究策略，通过重视问题、质疑和提问者（3Q 或 Q3）以及 3R 或 R3（即，在今天的课程之前提出科学/临床难题）来识别和处理科学/医学无知。事实/答案）。在此第一阶段和第二阶段 SEPA 提案中，我们计划逐步向亚利桑那州乃至全国 K-12 受众引入基于宽带互联网的 1) 首个虚拟临床研究中心 (VCRC) 和 2)医学无知探索馆，学生可以成为熟练的“提问者”，作为临床/转化研究团队的成员，浏览资源并查询和导航不断扩大的“医学无知岛”。通过已建立和新兴的多机构/组织合作伙伴关系以及亚利桑那州国际公认的远程医疗计划，VCRC 和医学无知探索馆将创造渐进的实时和基于互联网的适合年龄和文化敏感的协作体验，涵盖临床研究主题（其中很少有目前已包含在 K-12 科学课程中）从人造心脏到乳腺癌再到基因治疗。这些将旨在吸引并逐步让学习者参与不同的多学科团队、复杂的技术和实验室<->床边<-“社区翻译（3Ts 或 T3），调查引起全球关注的问题，包括 NIH-资助的临床研究企业的三阶段项目评估模型将侧重于1）设计->完善；2）实施->测试->完善； 3）传播->测试，使用实验模型对过程和结果进行评估，评估剂量反应关系以及短期和长期成功和有效性的调节因素和调节因素。因此，K-12 虚拟临床研究中心和医学无知探索馆旨在向 K-12 社区展示当前的医学无知如何助长问题、疑问和提问者，从而为临床研究事业注入活力。此外，在这种协作、探究驱动、基于互联网的环境中展示临床研究和临床研究团队，应该通过招募和组建未来多样化的临床研究团队、为新的发现途径打造复杂的基础设施，以及对公众进行临床研究教育，从而促进基础科学进步从实验室到临床到社区的转化。