Institutional Career Development Core

机构职业发展核心

• 批准号: 10557274
• 负责人: Edward F. Ellerbeck
• 金额: $ 76.58万
• 依托单位: UNIVERSITY OF KANSAS MEDICAL CENTER
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-07 至 2027-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10557274
• 关键词: Academy; Address; Advocate; Applications Grants; Awareness; Basic Science; Clinical; Clinical Competence; Clinical Research; Clinical Sciences; Clinical Trials; Collaborations; Communities; Competence; Complement; Contracts; Development; Development Plans; Doctor of Philosophy; Educational workshop; Engineering; Enrollment; Ensure; Environment; Faculty; Felis catus; Foundations; Funding; Goals; Grant; Healthcare; Human Resources; Institutes; Institution; Interdisciplinary Study; Journals; Medicine; Mentors; Mentorship; Methodology; Midwestern United States; Minnesota; NCI Scholars Program; Patients; Physicians; Play; Population; Program Development; Psychology; Public Health Practice; Publications; Records; Research; Research Infrastructure; Research Personnel; Research Project Grants; Research Support; Research Training; Resources; Role; Running; Science; Scientist; Sexual Health; Site; Taxonomy; TimeLine; Training; Training Programs; Training and Education; Translational Research; United States National Institutes of Health; Universities; Wisconsin; behavioral health; career; career development; clinical development; collaboratory; design; diversity and inclusion; education evaluation; ethnic diversity; experience; frontier; gene environment interaction; implementation science; innovation; insight; interest; news; next generation; online course; peer coaching; peer networks; programs; racial diversity; recruit; research and development; research in practice; research to practice; tool; workforce needs

Contact PD/Pl: Castro, Mario lnst-Career-Dev-001 (002) ABSTRACT - KL2 INSTITUTIONAL CAR E E R DEV E LOPM E NT CORE Without a CTSA hub within 250 miles, Frontiers plays a critical role in addressing the science and health care workforce needs for clinical and translational research (CTR) in the Midwest. Alumni of Frontiers career development programs drive research for improvements in clinical and public health practice - advancing the delivery of innovations to the patients and communities that need them. Frontiers brings together more than 200 federally-funded investigators in CTR drawn from eight regional Midwestern institutions with strong track records of working across state lines and institutional boundaries to advance interdisciplinary research. The overarching goal for the mentoring, tool F s, and environment need ed to become successful transl ati onal researc rontiers KL2 career development program is to prov ide early stage scientists with the hers. Since 2011 when the Frontiers CTSA was first funded, 20 scholars have been enrolled and 16 scholars have completed the program. One hundred percent of graduates remain engaged in research with 93% of our graduates leading NIH-funded or major foundation-supported research projects, participating as key personnel on interdisciplinary research teams, or leading research in entrepreneurial ventures. KL2 scholars have more than 500 publications. Scholar project topics have run the gamut from methodological projects for statisticians, to basic research in gene-environment interaction, to behavioral health projects in sexual health for vulnerabl e populations. Scholars come from a diverse background of training experiences, with a complement of clinical PhDs (25%), research PhDs (35%), and MDs (40%). In this renewal, we seek to recruit a more racially and ethnically diverse applicant pool, surround these scholars with mentoring teams that provide sponsorship in addition to content expertise, and train scholars to conduct cutting edge CTR. We propose the following aims: Aim 1. Recruit a promising and diverse pool of KL2 scholars to expand CTR infrastructure for the region and the nation. Aim 2. Help KL2 scholars build exceptional mentor teams who will guide, advocate for, and sponsor scholars, so that they will succeed and stay motivated to move meaningful research into practice. Aim 3. Train KL2 scholars in the competencies needed to conduct scientifically rigorous research that will accelerate the timeline for meaningful CTR contributions for the region and the nation. Aim 4. Employ continuous improvement strategies to evaluate KL2 recruitment, mentorship, and career development with the goal of accelerating the development of CTR scientists and increasing the impact of their scientific contributions. Integration of our KL2 training program with our overall CTSA goals will help ensure a close alignment between the needs and resources of Frontiers-affiliated institutions and will increase the likelihood that our scholars will be able to address the CTR needs of our region and the nation. Project Summary/Abstract Page 1301 Contact PD/Pl: Castro, Mario lnst-Career-Dev-001 (002) R F R NCES E E E 1. Insights to Inspire: Making a Commit ment to Diversity and Inclusion. Center for Leading Innovation & Collaboration. 2020; Available from: https://clic-ctsa.o rg/ news/insights-ins pire- making-commitment- diversity-inclusion. Accessed 2/20, 2021. 2. Behera A, Tan J, Erickson H. Diversity and the next-generation physician-scientist. Journal of Clinical and Translational Science, 2019;3(2-3):47-9. 3. Searching for Excellence & Diversity: A Guide for Search Committees at the University of Wisconsin- Madison. 2012; Available from: https://wiseli.wisc.edu/wp- content/upload s/sites/662/2018/11 /SearchBook_Wisc.pd f. Accessed 2/23, 2020 4. NOT-OD-20-031: Notice of NI H's Interest in Diversity. National Institutes of Health. 2019; Available from: https://grants.nih.gov/grants/guide/notice-files/NOT-OD-20-031.html 5. UCSF Clinical and Translational Science Institute. Career Development Activities Checklist. 2016; Available from: https://accelerate.ucsf.edu/. Accessed 08/18, 2016. 6. Borelli JL, Gruber J, Prinstein MJ. Supplemental Material for Best Practices in Research Mentoring in Clinical Science. Journal ofAbnormal Psychology, 2020;129(1):70-81. 7. National Acad emies of Sciences, Engineering , and Medicine, editor. Science of Effective Mentorship in ST E MM. Washing ton, DC: National Academies Press; 2019. 8. Burnham EL, Fleming M. Selection of Research Mentors for K-Funded Scholars. Clinical and Translational Science, 2011 ;4(2):87-92. 9. The National Research Mentoring Network (NRMN). NRMNet. 2020; Available from: https://nrmnet.net/about-nrmn-2/. Accessed 01/20, 2020 10. Fleming GM, Simmons JH, Xu M, et al. A Facilitated Peer Mentoring Program for Junior Faculty to Promote Professional Development and Peer Networking. Academic Medicine, 2015;90(6):819-26. 11. The National Research Mentoring Network (NRMN). NRMNet. 2020 N RMN Announced Culturally Aware Mentorship Training . Available from: https://nrmnet.net/blog/2017/04/23/nrmn-announces- culturally-aware-mentorship-cam-training-modu l e/. Accessed 3/23, 2021. 12. Fleming M, House S, Hanson VS, et al. The Mentoring Competency Assessment. Academic Medicine, 2013;88(7): 1002-8. 13. Miyaoka A, Spiegelman M, Rau K, Frechtling J. Findings From the CTSA National Evaluation Education and Training Study. Rockville, MD; 2012. 14. Core Competencies for Clinical and Translational Research. Center for Leading innovation & Collaboration. 2011; Available from: https://clic- ctsa.org/sites/default/files/CTSA_Core_Competencies_final_2011. pdf. Accessed 8/19, 2019 15. UCSF CTSI. CTSI K Scholars Program - Career Development Plan. 2016; Available from: https://epibiostat.ucsf.edu/kl2-scholars-program-0. Accessed 8/8, 2019. 16. UCSF CTSI. MOP Mentoring Contract Tenets. 2016; Available from: https://accelerate.ucsf.edu/files/MDP_Mentoring ContractTenets.pdf. Accessed 8/18, 2019. 17. University of Minnesota Clinical and Translational Science Institute. Optimizing the Practice of Mentoring: An Online Curriculum for the Professional Development of Research Mentors. 2016; Available from: http://www.ctsi.umn.edu/education-and-training/mentoring/mentor-training. Accessed 12/20, 2020. 18. Institute CaTS. Optimizing the Practice of Mentoring : An Online Curriculum for the Professional Development of Research Mentors. 2015; Available from: http://www.ctsi.umn.edu/education-and- training/mentoring/mentor-training . Accessed, 1/20, 2021. 19. Hulley S, Cummings, SR, Browner, WS, Grady, DG, Newman, TB. Designing Clinical Research. 4 ed: Wolters Kluwer; 2013. 20. Russell SW, Morrison DC. The grant application writer's workbook. Buellton, CA: Grant Writers' Seminars and Workshops, L LC; 2017. 21. Implementation Science. Center for Leading Innovation & Collaboration. 2016; Available from: https://clic-ctsa.org/taxonomy/term/1796. Accessed 12/20, 2020. 22. National Institutes of Health. Clinical Research Training. 2016; Available from: https://crt.nihtraining.com/login.php. Accessed 08/18, 2016. 23. National Institutes of Health. NIH Collaboratory Rethinking Clinical Trials. 2016; Available from: https://www.nihcollaboratory.org/Pages/Grand-Rounds-Hub.aspx. Accessed 08/18, 2016. 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联系PD/PL：Castro，Mario lnst-Career-Dev-001（002） 摘要-KL2机构汽车 e e R DEV e 洛普 e nt核心 在250英里内没有CTSA枢纽，边境在解决科学和医疗保健方面起着至关重要的作用 中西部临床和转化研究（CTR）的劳动力需求。边境职业的校友 开发计划推动研究改善临床和公共卫生实践 - 推进 向需要他们的患者和社区交付创新。边境比 CTR中的200名联邦资助的调查员来自八个中西部地区机构，轨道很强 跨州线和机构界限的记录以推进跨学科研究。这 总体目标 指导，工具 f S，环境需要ED成为成功的翻译ATI ONAL RESEARC Rontiers KL2职业发展计划将在早期阶段科学家提供 她的 自2011年Frontiers CTSA首次资助以来，已注册了20名学者，有16名学者已 完成了程序。一百％的毕业生仍在研究我们的93％ 领导NIH资助或主要基金会支持的研究项目的毕业生，作为关键人员参与 关于跨学科研究团队，或领导企业家企业的研究。 KL2学者有更多 超过500个出版物。学者项目主题已从统计学家的方法论项目中进行范围， 进行基因环境相互作用的基础研究，从事性健康方面的行为健康项目 人群。学者来自培训经验的各种背景，并具有临床的补充 PHD（25％），研究博士学位（35％）和MDS（40％）。在这种续约中，我们试图在种族上更加招募 种族多元化的申请人池，将这些学者包围着指导团队，这些团队提供赞助 补充内容专业知识，并培训学者进行尖端CTR。我们提出以下目标： 目标1。招募有前途且多样化的KL2学者池，以扩大CTR基础设施 地区和国家。 目标2。帮助KL2学者建立卓越的导师团队，他们将指导，倡导和赞助商 学者，以便他们成功并保持动力将有意义的研究转移到实践中。 目标3。培训KL2学者在进行科学严格的研究所需的能力中 将加速时间表为该地区和国家提供有意义的CTR捐款。 目标4。采用持续改进策略来评估KL2招聘，指导和 职业发展的目的是加速CTR科学家的发展并增加 他们的科学贡献的影响。 将我们的KL2培训计划与我们的整体CTSA目标集成将有助于确保在 边境附属机构的需求和资源，并将增加我们的学者的可能性 能够满足我们地区和国家的CTR需求。 项目摘要/摘要页面1301 联系PD/PL：Castro，Mario lnst-Career-Dev-001（002） r f r nces e e e 1。激发灵感的见解：对多样性和包容性提出意义。领先创新中心 合作。 2020;可从：https：//clic-ctsa.o rg/news/Insights-ins Pire-Makemitment- 多样性包含。访问2/20，2021。 2。BeheraA，Tan J，Erickson H.多样性和下一代医师 - 科学家。临床杂志 和转化科学，2019年； 3（2-3）：47-9。 3。寻找卓越与多样性：威斯康星大学搜索委员会的指南 - 麦迪逊。 2012;可从：https：//wiseli.wisc.edu/wp-获得 内容/上传S/sites/662/2018/11/Searchbook_wisc.pd f。访问2/23，2020 4。NOT-OD-20-031：Ni H对多样性的兴趣的通知。国立卫生研究院。 2019;可用的 来自：https：//grants.nih.gov/grants/guide/notice-files/not-od-20-031.html 5。UCSF临床和转化科学研究所。职业发展活动清单。 2016; 可从以下网站获得：https：//accelerate.ucsf.edu/。访问2016年8月18日。 6。BorelliJL，Gruber J，Prinstein MJ。补充材料，用于研究指导的最佳实践 临床科学。 《临时心理学杂志》，2020; 129（1）：70-81。 7.国家科学，工程和医学学院，编辑。有效指导科学 英石 e 毫米。华盛顿特区华盛顿特区：国家科学院出版社； 2019。 8。BurnhamEl，Fleming M.为K资助的学者选择研究导师。临床和 翻译科学，2011; 4（2）：87-92。 9。国家研究指导网络（NRMN）。 nrmnet。 2020;可从： https://nrmnet.net/about-nrmn-2/。访问01/20，2020 10。FlemingGM，Simmons JH，Xu M等。为初级教师提供便利的同行指导计划 促进专业发展和同行网络。学术医学，2015年； 90（6）：819-26。 11。国家研究指导网络（NRMN）。 nrmnet。 2020 n rmn在文化上宣布 意识到指导培训。可从：https：//nrmnet.net/blog/2017/04/23/nrmn-annunces-获得 具有文化意识的委员会训练 - 培训 - 培训。访问3/23，2021。 12. Fleming M，House S，Hanson VS等。指导能力评估。学术医学， 2013; 88（7）：1002-8。 13。MiyaokaA，Spiegelman M，Rau K，Frechtling J. CTSA国家评估的发现 教育和培训研究。马里兰州罗克维尔； 2012。 14。临床和转化研究的核心竞争力。领先创新中心 合作。 2011;可从：https：// clic-获得 ctsa.org/sites/default/files/ctsa_core_competencies_final_2011。 PDF。访问8/19，2019年 15。UCSFCTSI。 CTSI K学者计划 - 职业发展计划。 2016;可从： https://epibiostat.ucsf.edu/kl2-scholars-program-0。 2019年访问8/8。 16。UCSFCTSI。拖把指导合同原则。 2016;可从： https://accelerate.ucsf.edu/files/mdp_mentoring contracttenets.pdf。 2019年8月18日访问。 17。明尼苏达大学临床与转化科学研究所。优化实践 指导：研究导师专业发展的在线课程。 2016; 可从以下网站获得：http：//www.ctsi.umn.umn.edu/education-and-training/mentoring/mentor-training。访问 12/20，2020。 18。研究所猫。优化指导实践：专业人士的在线课程 研究导师的发展。 2015;可从：http：//www.ctsi.umn.edu/education-and-- 培训/指导/指导培训。访问，1/20，2021。 19。HulleyS，Cummings，SR，Browner，WS，Grady，DG，Newman，TB。设计临床研究。 4 ED： 沃尔特·克鲁瓦（Wolters Kluwer）； 2013。 20。RussellSW，Morrison DC。赠款申请作者的工作簿。加利福尼亚州布尔顿：格兰特作家的 研讨会和讲习班， l LC; 2017。 21。实施科学。领先的创新与合作中心。 2016;可从： https://clic-ctsa.org/taxonomy/term/1796。访问12/20，2020。 22。国立卫生研究院。临床研究培训。 2016;可从： https://crt.nihtraining.com/login.php。访问2016年8月18日。 23。国立卫生研究院。 NIH协作重新思考临床试验。 2016;可从： https://www.nihcollaboratory.org/pages/grand-rounds-hub.aspx。访问2016年8月18日。 引用的参考文献第1302页