Career Development

职业发展

• 批准号: 7706301
• 负责人: W. Ian Lipkin
• 金额: $ 150.37万
• 依托单位: WADSWORTH CENTER
• 依托单位国家: 美国
• 财政年份: 2008
• 资助国家: 美国
• 起止时间: 2008-03-01 至 2009-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7706301
• 关键词: Access to Information; Active Immunization; Address; Africa; American; Animal Diseases; Animal Experimentation; Animal Technicians; Animals; Arboviruses; Area; Attenuated; Attitude; Australasia; Award; Basic Science; Behavior; Biological; Biotechnology; Bioterrorism; Breeding; CD4 Positive T Lymphocytes; Caring; Categories; Centers for Disease Control and Prevention (U.S.); Class; Clinical; Clinical Sciences; Collaborations; Committee Members; Communicable Diseases; Communication Programs; Computer Simulation; Computers; Consultations; Containment; Crime; Data; Decision Making; Development; Development Plans; Diagnosis; Diagnostic; Discipline; Disease; Disease Outbreaks; Educational Curriculum; Educational process of instructing; Effectiveness; Elements; Eligibility Determination; Emergency Situation; Emerging Communicable Diseases; Ensure; Environment; Epidemiology; Ethical Issues; Evaluation; Event; Exercise; Faculty; Feedback; Fellowship; Forensic Medicine; Funding; Future; Generations; Genetic; Geographic Locations; Goals; Group Meetings; Hand; Health Personnel; Health Professional; Home environment; Human Resources; Immunization; Immunology; Infection; Infectious Diseases Research; Informatics; Institutes; Institution; Instruction; Interview; Investigation; Island; K-Series Research Career Programs; Knowledge; Laboratories; Laboratory Animal Production and Facilities; Laboratory Animal Science; Law Enforcement; Lead; Learning; Legal; Licensing; Life; Location; Lung; Maintenance; Measures; Medical; Medical Surveillance; Medicine; Mentors; Methodology; Metric; Microbiology; Minority; Mission; Modeling; Molecular; Molecular Biology; Monitor; Names; Oral; Outcome; Participant; Pathogenesis; Physicians; Plum; Pneumonic Plague; Positioning Attribute; Postdoctoral Fellow; Procedures; Program Development; Public Health; Public Health Education; Public Health Informatics; Publications; Purpose; Qualifying; Range; Readiness; Reporting; Research; Research Methodology; Research Personnel; Research Project Grants; Research Training; Resources; Safety; Sampling; Schedule; Schools; Science; Scientist; Secure; Series; Site; Smallpox; South Africa; Standards of Weights and Measures; Statutes and Laws; Students; Surveys; Testing; Therapeutic; Time; Training; Training Activity; Training Programs; Translational Research; Universities; Update; Vector-transmitted infectious disease; Veterinary Medicine; Viral Vector; Visit; Week; Work; base; biodefense; biological research; biothreat; career; day; design; emergency service responder; experience; improved; innovation; instructor; interest; investigator training; lecturer; lectures; member; microbial; novel; pathogen; post-doctoral training; posters; programs; response; satisfaction; simulation; social; success; symposium; vaccine development; virology

Career Development in the Northeast Biodefense Center Overview The proposal includes the following sections: I. Educational and training programs currently in place within the Center institutions II. Educational and training programs to be developed III. Annual Conference of Center faculty and trainees IV. Faculty Career Development Awards in Basic Research V. Faculty Career Development Awards in Clinical and Translational Research VI. Postdoctoral and Technologist Biodefense Fellowships in Basic and Clinical/Translational Research VII, Administration of the program VIII. Additional specialized training outside of the Center I. Educational and training programs currently in place Center institutions have some of the finest academic and training programs in biological research and public health available anywhere in the world. Graduate and postdoctoral training that includes excellent courses in immunology, microbiology, and infectious disease are taught at many institutions, and these will be available to our career development trainees. For example, Dr. Morse offers a graduate course in "Emerging Infectious Diseases" at Columbia, Dr. Galen and colleagues at Yale offer a program in microbial pathogenesis, and several schools in the Center offer graduate courses in the epidemiology and surveillance of infectious diseases. In addition, there are specialized programs already in place addressing biodefense and emerging infections. To name but a few examples, Yale University has active training programs in Microbial Pathogenesis and in Vector-Borne Diseases, Wadsworth Center has an Emerging Infectious Diseases Laboratory Fellows Program and a Fogarty postdoctoral public health training program, and Columbia has an infectious disease training program, a Center for Clinical Immunization Safety Assessment (serving as a base of clinical expertise in smallpox immunization and vaccine development) and a CDC-funded Center for Public Health Preparedness (with expertise in emergency/bioterrorism preparedness and training for public health and health care personnel, and established relationships with local and federal agencies). II. Educational and training programs to be developed All of the faculty in the NBC are available for the training programs, and will participate in various aspects of the program. The training programs will also be closely integrated with the research objectives of the Center. The Basic and Clinical/Translational career development components involve working with a mentor on a project in that mentor's laboratory or facility, ensuring integration of research and training. The Career Development Committee (described below, Section VII) will closely monitor the program to ensure appropriate oversight and integration with the Center's research program. To ensure "development of an expanded cadre of new researchers, clinicians, and technical personnel who can help lead the national biodefense mission into the future", the Center will offer a comprehensive career development program in fulfillment of this goal. This will include Basic Research and Clinical/Translational Research training opportunities for junior faculty (Sections IV and V) and for senior postdoctoral fellows (Section VI); and programs to train technical personnel (Section VI) in responsibilities and procedures for secure and appropriate handling of biothreat agents and methodology for research, including animal research, with these pathogens. Postdoctoral and technologist trainees will participate in a short course providing a general introduction to the identification and treatment of biothreats, biodefense research areas, and methodology ("NBC & Clinical Science 101"), with cross-training to introduce clinicians to basic science approaches andto introduce basic scientists to clinical concerns. These experiences will also be available to junior faculty trainees, at their option. All Center members, including trainees, will also participate in an annual conference (Section III) for Center investigators, Federal and local agency partners, and potential collaborators. The annual conference and short course will also be open to other interested faculty or health professionals, in our geographic area, who may wish to start or pursue research in the areas of biodefense and emerging infectious diseases. Center faculty may serve as research or clinical mentors, faculty in the short courses or other didactic programs, or as members of the Career Development Committee. In addition, all of the participating institutions and training faculty have additional training programs and resources that offer significant leveraging opportunities. These are summarized in Table 1. To facilitate multi-disciplinary training and communication, the program will encourage a mix of backgrounds among both trainees and faculty, with expertise ranging over molecular biology/biotechnology, microbiology, virology, immunology, epidemiology, informatics, veterinary medicine, clinical disciplines including infectious disease, and other relevant disciplines. Sites for training and research will include the Center member institutions, USDA Plum Island Animal Disease Center (PIADC), and laboratories at the National Center for Infectious Diseases of the Centers for Disease Control and Prevention (CDC/NCID). As the result of ongoing collaborative relationships, trainees may also have the opportunity to participate in research projects in Australasia (with Prof. John Mackenzie, Brisbane) or Africa (with Prof. Bob Swanepoel, South Africa). Before beginning their research or clinical projects, the trainees will participate in the short course ("NBC & Clinical Science 101"), as an introduction to the Biodefense Center and the issues it was set up to address. This program is described below. For trainees, this will provide an opportunity to meet the faculty and fellow trainees, to understand the context of their research problem, and to identify a variety of potential collaborators and promising approaches they can apply to their own work. It will likely be most useful to bring the course to the home institutions where the trainees are located, so that the larger environment of researchers at the training site can also take part. Evaluation of the training: The Career Development Committee (Section VII, Administration) will be responsible for conducting regular evaluations and monitoring the progress of the trainees. Members of the Committee will meet with each trainee and mentor on a quarterly basis to review progress and identify any problem areas. A critical measure will be the evaluations of trainees by mentors and supervisors. Trainee feedback will also be sought and carefully considered. In addition, impact of the career development program will be evaluated. Metrics of success for outcome evaluation of the career development program will include relevant publications, the generation of therapeutic and diagnostic products, success by the trainees in obtaining independent funding for their follow-on research programs, and success of the program in attracting and nurturing qualified minority candidates. Trainee satisfaction will also be determined, by interviewing trainees and by survey. All didactic programs will also be evaluated. To measure the actual effects of the program, summative evaluation will be conducted at the conclusion of the training activities and developed to answer what has been learned about the content presented, to what extent have behavior and/or attitudes changed as a result of the program, have the goals and objectives set forth in the program been met, did the program make a difference, and are participants applying competencies learned? Participant knowledge gained will be determined by preand post-tests. Anonymous course evaluation surveys will be provided to the trainees at the end of each program, and interactive evaluation will be conducted by the facilitator to capture information that may be most helpful in revising the program. Course material and program activities will be continuously improved on the basis of the evaluation data. Components of the training program available to all NBC awardees and fellows The final component of the career development mission will coordinate access to information, training and expertise throughout the Center. Recognizing that members of the group have wide-ranging expertise already in place, this section of the career development plan seeks to organize these capabilities into a series of focused training modules for all members of the Center, according to need. The result will be the gradual accumulation of a panel of experienced technicians, well-trained investigators, and talented physicianscientists. Synthetic approaches to wide-ranging training will combine basic science and medicine. A key aspect of the program described is the care taken to ensure that all members of the Center are made aware of important issues related to biodefense research, such as legislative changes and requirements, biosafety concerns, and legal/law enforcement questions. This integrated approach will ensure that we develop a new generation of researchers who are firmly aware of the social/political context of the science they pursue. The overall didactic training program can be conceptually divided into 3 sections: a) short-term, general training (orientation for all members), b) longer training modules for technical training (several institutions have select agent laboratories in place), c) conceptual training (to cross-fertilize basic scientists and physicians), and an annual Center-wide conference (for reporting of advances and results and cementing collaborations) (discussed in Section III). a) General orientation. All personnel (including investigators, trainees, and technical staff) will receive a short (1 day), general orientation on rules and procedures for working with select agents, biosafety precautions, familiarization with BSL3/4 function, permitting and licensing requirements, ethical issues (recent legislation related to select agents research) and forensics (i.e., chain of custody issues for bioterrorism investigations). This training, outlined below, could be incorporated into a yearly conference to be held for the purpose of short and long range planning, exchange of information, reporting on research progress, etc (see hypothetical conference schedule, Section III), or be brought to the Center sites by means of a "road show", that would be given at geographically dispersed locations throughout the area encompassed by participating institutions. b) Technical trainin.q. A second, longer core curriculum will be designed and offered at two sites (Newark/ICPH (jointly hosted by UMDNJ and PHRI) and Albany (Wadsworth). This course will be geared towards actual hands-on training in handling pathogens at BSL3 and above. Formal training in BSL-3 methodologies for technical personnel/technologists (including postbaccalaureate) will be presented, including recent advances in genetics, pathogenesis, and therapeutic development. BSL-4 training will be added at Wadsworth in 2006-2007, when we anticipate a new NBL will be coming on line. In addition, there will be special programs for animal technicians/technologists (training for animal work with pathogens at BSL 3 and above). For example, at the ICPH in Newark, Larry Barbour is the director of the animal research facility; Barbour was trained in veterinary experimental procedures with Category A agents at USAMRIID. Also, Laura Kramer and the staff of the Arbovirus Laboratories of Wadsworth have significant experience training students and visiting faculty in a BSL3 containment facility. The course will comprise a week of intensive instruction, and the instructors (to be determined) will be drawn from among the members of the NBC. Among the responsibilities expected of the Regional Centers is the development and implementation of a response plan. Both Wadsworth and UMDNJ's Center for BioDefense have capabilities for serving as backup in the event of a biological event; these and other institutions (Columbia) also have well-developed training relationships with local and state law enforcement and first responders, FBI and other Federal and State agencies. These working relationships will be used to develop a curriculum addressing problems in crime scene and chain of custody maintenance. We anticipate that we will be in a position to develop this curriculum (see below) as a model for national training standards, in consultation with the American Biological Safety Association and the American Association for Laboratory Animal Science. c) NBC & Clinical Science 101: This course will be a general orientation short course (of approximately 2 weeks) for all trainees. The course will comprise lectures and (as appropriate) lab or computer exercises. The curriculum, to be taught by collaborating faculty of the Center, will include units on Recognition and Treatment of Bioterrorism Related Diseases, including clinical infectious disease and immunization issues; Molecular Diagnostics; Epidemiology, Surveillance, and Outbreak Investigation; threat assessment; Public Health Response; Microbial Pathogenesis; Medical/Public Health Informatics; and Biosafety, Sample Handling, and Forensics. In addition, for clinicians, there will be an intensive unit in Basic Science; for basic science researchers, there will be a parallel track with emphasis on clinical aspects. This kind of reciprocity is key to the development of the new breed of "new researchers, clinicians, and technical personnel who can help lead the national biodefense mission into the future". The course will end with a class exercise going through the steps in recognizing, diagnosing, and responding to a novel disease outbreak, including a hypothetical activation of the Center's Emergency Response Plan. The effectiveness of this training exercise will be analyzed and modified by the class, leading to the development of a model training program for general, national distribution. We will also develop computer-based simulations for response to bioterrorism scenarios, and anticipate that, in future years, this exercise will be developed into an interactive simulation, for both trainees and clinicians. III. Annual Conference This conference is intended for all Center investigators and trainees, appropriate staff, Federal and local agency partners, and interested new and/or potential collaborators. At these meetings, the PIs will give an overview of the Center, and offer updates on activities and opportunities. Research advances and results will be presented by staff and trainees; some of these can be oral, but many could be in poster-session format so as to maximize participation without overly extending the time commitment. This will be a major event to train and to make decisions, change directions, and create new initiatives. Incorporated into this conference will be formalized interactions between trainees and their mentors. A hypothetical conference schedule might be as follows: Greetings and summaries of NBC Presentations by Research Theme and Core Chairs/co-chairs Invited speaker/guest lecturer Selected presentations by PIs and trainees Panel discussion Working group meetings IV. Faculty Career Development Awards in Basic Research Eligibility and goals. The Faculty Awardees typically will be junior faculty members who wish to orient a portion or all of their research programs to basic investigations related to select agents. To carry out their career development projects under the Faculty Awards program, they need not absent themselves from their home institutions, but must have a significant time commitment to gaining experience in another institution or institutions in which the training critical to the project can be gained. Mentors. The institutions comprising the Center are particularly rich in research programs that can provide the necessary advanced experiences needed by faculty career development awardees. proposed research program for the first year of Faculty Career Development funding is presented below. This proposal, by Stephen Smiley of the Trudeau Institute, is presented in significant detail, in order to provide an example of the quality of young faculty available throughout the Center, and to illustrate the trajectory of the research program and career development following the initial period of support. Candidates for these awards will be selected for their potential to contribute high-quality innovative work in the area of biodefense. From a secure base of recognized work at the Trudeau in pulmonary immunology, Smiley will extend his own research to interface with other members of the Center. His application to study the induction CD4+ T cells to protect against pneumonic plague illustrates a truly independent proposal, but one that intertwines tightly with virtually every element of the Casadevall/Steinman theme on Novel Passive and Active Immunization Strategies for Biodefense and the Palese/Galan theme on Live Attenuated Bacterial and Viral Vectors for Biodefense.