TRAINING CORE

训练核心

• 批准号: 8811865
• 负责人: Katharine E. Stewart
• 金额: $ 13.93万
• 依托单位: UNIV OF ARKANSAS FOR MED SCIS
• 依托单位国家: 美国
• 资助国家: 美国
• 起止时间: 至 2016-02-29
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8811865
• 关键词: Address; African American; African-American Graduate Student; Area; Arkansas; Awareness; Bachelor' s Degree; Communities; Development; Education; Education and Outreach; Educational process of instructing; Educational workshop; Enrollment; Evaluation; Exposure to; Faculty; Funding; Goals; Graduate Degree; Graduate Education; Health Occupations; Historically Black Colleges and Universities; Institute of Medicine (U.S.); Libraries; Measures; Mentors; Mentorship; Minority; Modeling; Postdoctoral Fellow; Productivity; Program Development; Public Health; Public Health Schools; Recruitment Activity; Research; Research Infrastructure; Structure; Students; Teacher Professional Development; Training; Training Activity; Training and Education; Work; Writing; base; career; experience; health disparity; improved; innovation; outreach; programs; racial disparity; responsible research conduct; satisfaction; skills; social health determinants; success; underrepresented minority student; university student; Address; African American; African-American Graduate Student; Area; Arkansas; Awareness; Bachelor' s Degree; Communities; Development; Education; Education and Outreach; Educational process of instructing; Educational workshop; Enrollment; Evaluation; Exposure to; Faculty; Funding; Goals; Graduate Degree; Graduate Education; Health Occupations; Historically Black Colleges and Universities; Institute of Medicine (U.S.); Libraries; Measures; Mentors; Mentorship; Minority; Modeling; Postdoctoral Fellow; Productivity; Program Development; Public Health; Public Health Schools; Recruitment Activity; Research; Research Infrastructure; Structure; Students; Teacher Professional Development; Training; Training Activity; Training and Education; Work; Writing; base; career; experience; health disparity; improved; innovation; outreach; programs; racial disparity; responsible research conduct; satisfaction; skills; social health determinants; success; underrepresented minority student; university student

The Education & Training Core (ETC) of the ARCHD, co-directed by Katharine E. Stewart and Kevin W. Ryan, builds upon the substantial success of our innovative partnerships with the three Historically Black Colleges & Universities (HBCUs) in Arkansas to increase awareness of the fields of public health and disparities research among HBCU students, develop combined BA/MPH and BS/MPH ("4+1") degree programs that identify talented HBCU undergraduates and facilitate their early entry into graduate study in public health, provide students with crucial research skills, and support mentoring relationships for these students with ARCHD faculty. It also builds upon the successes of the COPH in developing several courses focused on racial disparities, social determinants of health, and community-based public health (CBPH), and in identifying, recruiting, and mentoring African-American graduate students and faculty. Working from these strengths, the ETC's overarching goal during the proposed funding period will be to establish a sustainable infrastructure to support outreach to and development of talented minority scholars at the undergraduate, graduate, post-doctoral, and faculty levels, including increased exposure to coursework in health disparities and CBPH, mentored research experience in these areas, and training in research skills and responsible conduct of research. The Sullivan Commission and Institute of Medicine, among others, have persuasively argued that increasing the representation of under-represented minority (URM) students and faculty in the health professions is a crucial aspect of addressing health disparities (Sullivan Commission, 2004; lOM, 2004), yet African-American scholars remain under-represented at all levels of higher education in public health. This disparity increases from undergraduate degrees through graduate education and into the faculty ranks, so that African-Americans represent only 5% of doctoral-level graduates from public health degree programs (Mitchell & Lassiter, 2006) and only 3% of tenured faculty in accredited schools of public health (ASPH, 2009). However, programs that provide structured support for students and faculty, including involvement of students in research, provision of academic support to students and professional development to faculty, and training in strong instructional strategies, have significantly improved students' enrollment in and completion of graduate degree programs in scientific fields (Clewell, de Cohen, & Tsui, 2010). Thus, the ARCHD ETC proposes a multi-level model of support and professional development for minority scholars in health disparities.

由Katharine E. Stewart和Kevin W.共同导演的ACHD的教育与培训核心（ETC）。 瑞安（Ryan 阿肯色州的大学与大学（HBCUS），以提高人们对公共卫生领域的认识 HBCU学生之间的差异研究，发展BA/MPH和BS/MPH的组合（“ 4+1”）学位 识别有才华的HBCU大学生并促进他们早期进入研究生学习的计划 公共卫生，为学生提供关键的研究技能，并支持为这些关系提供指导关系 Archd教师的学生。它还基于COPH在开发多个课程中的成功基础 专注于种族差异，卫生的社会决定因素和社区公共卫生（CBPH）以及 识别，招募和指导非裔美国研究生和教职员工。从这些工作 优势，ETC在拟议的资金期间的总体目标是建立可持续性 支持在本科生中支持和发展才华横溢的少数民族学者的基础设施， 研究生，博士后和教师级别，包括增加健康差异课程的接触 和CBPH，在这些领域的指导研究经验，研究技能和负责任的培训 进行研究。 沙利文委员会兼医学研究所等有说服力地辩称 增加代表人数不足的少数族裔（URM）学生和卫生教师 专业是解决健康差异的关键方面（Sullivan委员会，2004年； Lom，2004年），但 在公共卫生的所有高等教育中，非裔美国人的学者仍然不足。这 从本科学位到研究生教育和教师队伍的差异增加，以便 非裔美国人仅占公共卫生学位课程的博士学位毕业生的5％（米切尔 ＆Lassiter，2006年），只有3％的公共卫生学院终身教师（Asph，2009年）。 但是，为学生和教师提供结构化支持的计划，包括学生参与 在研究中，向学生提供学术支持和教师的专业发展以及培训 强大的教学策略，已大大改善了学生在研究生中的入学和完成 科学领域的学位课程（Clewell，de Cohen和Tsui，2010年）。 因此，ARCD等提出了一个多层次的支持和专业发展模型 健康差异学者。