Physical, Cognitive and Mental Health in Social Context

社会背景下的身体、认知和心理健康

• 批准号: 8767435
• 负责人: MICHAEL MARSISKE
• 金额: $ 24.37万
• 依托单位: UNIVERSITY OF FLORIDA
• 依托单位国家: 美国
• 财政年份: 2003
• 资助国家: 美国
• 起止时间: 2003-05-01 至 2018-04-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8767435
• 关键词: Cognitive; Mental Health; Social Environment

DESCRIPTION (provided by applicant): This competitive renewal application requests continuation of a predoctoral training program at the University of Florida (UF), which was first funded in 2003. The purpose of this program, consistent with the chief goal of gerontology/geriatrics, is to train predoctoral researchers in strategies related to: (a) identifyig potential antecedents of functional independence in older adults, and (b) designing and evaluating interventions that may prevent disability. Secondarily, for those elders who have already experienced substantial loss of function, this predoctoral training program focuses on identifying policies and practices that may reduce negative consequences and iatrogenic effects of treatment. Acute events like stroke, hip fracture, and chronic conditions including circulatory and cardiovascular disease, diabetes, osteoarthritis and cognitive impairment all constitute widely studied precursors of disability and also represent potentially modifiable factors to reduce progression down the disability pathway. Informed by major theories of functional independence, we aim to prepare pre- doctoral trainees for postdoctoral fellowships and subsequent research placements in settings including traditional disciplinary departments, clinical research environments, and multidisciplinary gerontology programs. With the co-location and collaboration between UF's health science and liberal arts campuses, UF is uniquely positioned to offer training in the biopsychosocial components of independence, as well as health care, technology, and policy aspects of care for aged persons with disability. Disciplines represented in this proposal include applied physiology and kinesiology, geriatric medicine, health services research, linguistics, neurology, neuropsychology, neuroscience, nursing, occupational therapy, psychology, sociology, and speech pathology. Core program components include (1) assignment of each student to a frequently convened multi- disciplinary mentoring team (2) formation and close tracking of productivity goals in the areas of research, education, and service ; (3) a weekly campus-wide colloquium series featuring top national speakers, local researchers in aging, and professional development; (4) required supplemental coursework and other didactics in Aging and Statistics/Methodology, as well as Responsible Conduct of Research. Our mentoring team approach allows us to actively engage energetic newer faculty ("mentors in training") in primary mentoring roles, while supplementing and complementing them with seasoned, productive senior investigators. Funds are requested for six (6) predoctoral trainees. Students who have successfully completed the first year of doctoral study are eligible, although preference is given to students who have completed doctoral qualifying examinations, thereby selectively investing resources in committed, productive students who have already completed major program milestones. Of our 23 funded trainees since program start, 6 are now in faculty positions, 10 are in postdoctoral/research associate positions, 5 are still in training, and 1 has left academia. Six (27%) of the trainees are members of under-represented groups.

描述（由申请人提供）：此竞争性更新申请要求继续佛罗里达大学 (UF) 的博士前培训计划，该计划于 2003 年首次资助。该计划的目的与老年学/老年病学的主要目标一致，旨在培训博士前研究人员以下相关策略：(a) 识别老年人功能独立的潜在前因，以及 (b) 设计和评估可能预防残疾的干预措施。其次，对于那些已经经历过严重功能丧失的老年人来说，这个博士前培训计划的重点是确定可以减少治疗的负面后果和医源性影响的政策和实践。中风、髋部骨折等急性事件，以及循环系统和心血管疾病、糖尿病、骨关节炎和认知障碍等慢性疾病，都构成了广泛研究的残疾先兆，也代表了潜在的可改变因素，以减少残疾的发生。 沿着残疾途径进展。以功能独立的主要理论为基础，我们的目标是为博士前培训生提供博士后奖学金和随后在传统学科部门、临床研究环境和多学科老年学项目等环境中的研究实习。通过佛罗里达大学健康科学和文科校区的共处一地和合作，佛罗里达大学具有独特的优势，可以提供独立的生物心理社会部分以及残疾老年人护理的医疗保健、技术和政策方面的培训。该提案涉及的学科包括应用生理学和运动机能学、老年医学、卫生服务研究、语言学、神经病学、神经心理学、神经科学、护理、职业治疗、心理学、社会学和言语病理学。核心项目组成部分包括（1）将每个学生分配到一个经常召集的多学科指导团队（2）形成并密切跟踪研究、教育和服务领域的生产力目标； (3) 每周一次的全校范围内的系列研讨会，由全国顶尖演讲者、当地老龄化和专业发展研究人员参加； (4) 老龄化和统计/方法论以及负责任的研究行为方面所需的补充课程和其他教学。我们的指导团队方法使我们能够积极让充满活力的新教师（“培训导师”）担任主要指导角色，同时用经验丰富、富有成效的高级研究人员来补充和补充他们。需要为六 (6) 名博士前培训生提供资金。成功完成第一年博士学习的学生有资格，但优先考虑已完成博士资格考试的学生，从而有选择地将资源投资于已完成主要课程里程碑的忠诚、高效的学生。自项目启动以来，我们资助的 23 名受训人员中，6 人目前担任教职，10 人担任博士后/研究员职位，5 人仍在培训中， 1人已离开学术界。六名 (27%) 的学员属于代表性不足的群体。