Short-Term Training to Increase the Diversity Pipeline in Heart/Lung/Blood Research

增加心/肺/血液研究多样性渠道的短期培训

• 批准号: 9919617
• 负责人: MARLYS Hearst WITTE
• 金额: $ 23.7万
• 依托单位: UNIVERSITY OF ARIZONA
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-04-01 至 2022-03-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9919617
• 关键词: Advisory Committees; Area; Arizona; Asthma; Attitude; Basic Science; Biocompatible Materials; Bioinformatics; Biology; Biomedical Engineering; Biomedical Research; Blood; Brain; Car Phone; Cardiac; Cardiovascular system; Clinical; Clinical Research; Communication; Communities; Complex; Critical Thinking; Curiosities; Cystic Fibrosis; Databases; Development; Development Plans; Disadvantaged; Disease; Educational Curriculum; Educational workshop; Effectiveness; Endothelium; Equilibrium; Esapent; Evaluation; Faculty; Fostering; Future; Genomics; Goals; Health; Health Professional; Healthcare; Heart; Hematological Disease; Hematopoietic stem cells; High School Student; Hypertrophy; Image; In Situ; In Vitro; Individual; Infrastructure; Institution; Interdisciplinary Study; International; Knowledge; Laboratories; Leadership; Link; Longterm Follow-up; Lung; Medical; Medical Research; Medical Students; Medicine; Mentors; Mission; Modeling; Molecular Medicine; Monitor; Multimedia; National Heart, Lung, and Blood Institute; Natural regeneration; Nature; Neurosciences; Participant; Physicians; Physiology; Productivity; Prosthesis; Proteomics; Public Health; Pulmonary Hypertension; Pulmonology; Ramp; Reaction; Registries; Research; Research Methodology; Research Personnel; Respiration Disorders; Science; Specialized Center; Strategic Planning; Students; Technology; Time; Training; Training Programs; Translating; Translation Process; Translations; Underrepresented Minority; United States National Institutes of Health; Universities; Visit; base; bench to bedside; career; clinical investigation; college; design; disadvantaged population; experience; faculty mentor; in silico; in vivo; innovation; interest; lymphology; medically underserved population; metabolomics; online course; peer; peer coaching; peer networks; professor; programs; recruit; role model; skills; stem cell biology; student mentoring; student training; summer institute; summer program; support network; translational scientist; undergraduate student; ventilation; virtual

The University of Arizona (UA) College of Medicine Diverse Student Medical Research Program (DSMRP) introduces, trains, and nurtures diverse inquiring medical and undergraduate students [encompassing underrepresented minorities (URM)] in health-related basic/clinical biomedical research emphasizing NHLBI cardiovascular, pulmonary, and blood mission areas; and encourages subsequent intensive/extensive research experiences to retain and strengthen the diverse student researcher pipeline. We continue to build on the infrastructure, high level of student and faculty mentor participation, esprit-de-corps, and outstanding trainee productivity of our multifaceted medical student and disadvantaged high school student programs to bridge the discontinuous "leaky" pipeline of entering and exiting students as they advance in training and strive for professional/academic careers. Full-time summer-vacation laboratory/clinical investigation is integrated into an internationally recognized and paradigm-shifting Curriculum on Medical Ignorance (CMI) concentrated in a Summer Institute on Medical Ignorance (SIMI) and sustained through year-round trainee-related contact network and enrichment opportunities. These include topical seminars and workshops, clinical correlations, advanced extracurricular research in a Research Honors Distinction Track, Introduction to Molecular Medicine laboratory practicum, a new progressive "Translating Translation and Scientific Questioning" face-to-face/online curriculum interweaving the known and unknown from bench to bedside to community, research methodology/ communications/thriving/leadership/ responsible conduct seminars, visiting professors, and individualized career advising. CMI fosters attitudes and questioning skills to recognize and deal with the vast shifting world of medical ignorance ["what we know we don't know (research), don't know we don't know (discovery), and think we know but don't (error)”]. A unique Virtual Clinical Research Center/Questionarium with mobile phone access forms a centerpiece and platform for inquiry-based training and national/international networking. Organized around rapidly expanding UA Specialized Centers of Excellence and departments and overseen by Program Director and staff, Steering Advisory Committee, and faculty-elected Medical Student Research Committee, research encompasses cross-cutting themes and in vivo, in vitro, in situ, in silico, and modeling approaches to the cardiovascular system and its disorders (cardiac contractility, hypertrophy, development; genomics/ proteomics, imaging, regeneration, biomaterials, prosthetics; endothelial biology, microcirculatory physiology, lymphology, bioengineering), pulmonology/respiratory disorders (ventilation, asthma, cystic fibrosis, pulmonary hypertension) and blood/stem cell biology/disorders; and interdigitating research and technology in neurosciences, genomics/protreomics/metabolomics, bioinformatics, and public health and other topics attracting the interest of DSMRP students. Based on our ~34-year NIH student training track record and established access to diverse/disadvantaged populations reflected in 922 medical students and 615 high school students trained to date, many continuing their research interests and the majority seeking/pursuing science/healthcare careers, we anticipate that DSMRP will further cultivate many more diverse scientific physician/healthcare professional contributors to the research enterprise and a growing cadre of medical science leaders to energize the scanty diversity pipeline of healthcare professionals and translational researchers. Detailed S/T and L/T formative/ summative program and participant evaluation including database registry, individual development plans, long-term followup and career portfolios, will document effectiveness and promote networking.

亚利桑那大学 (UA) 医学院多元化学生医学研究计划 (DSMRP) 引进、培训和培养多元化的探究型医学生和本科生 [包括代表性不足的少数群体 (URM)] 健康相关的基础/临床生物医学研究 强调 NHLBI 心血管、肺和血液任务领域并鼓励后续工作； 深入/广泛的研究经验，以保留和加强多元化的学生研究人员 我们继续建立基础设施、高水平的学生和教师导师的参与， 我们多才多艺的医学生的团队精神和出色的实习生生产力 弱势高中生计划，以弥合入学和入学之间不连续的“漏洞”管道 毕业学生在培训中取得进步并争取全职/学术生涯。 暑假实验室/临床研究被纳入国际公认的和 医学无知范式转变课程（CMI）集中在医学暑期学院 无知（SIMI）并通过全年受训者相关的联系网络和丰富来维持 这些机会包括专题研讨会和讲习班、临床相关性、高级课程。 研究荣誉课程的课外研究，分子医学概论 实验室实践，新进步“翻译翻译与科学质疑” 面对面/在线课程将已知和未知的知识与从工作台到床边到 社区、研究方法/沟通/蓬勃发展/领导力/负责任的行为研讨会， 客座教授和个性化职业建议培养了态度和提问技巧。 认识并应对医学无知的巨大变化世界[“我们所知道的我们不知道的”] （研究），不知道我们不知道（发现），并认为我们知道但不知道（错误）”]。 具有移动电话访问功能的临床研究中心/问卷室形成了核心和平台 围绕快速扩展的普遍获取而组织的基于探究的培训和国内/国际网络。 专门的卓越中心和部门，并由项目总监和工作人员监督， 指导咨询委员会和教师选举的医学生研究委员会、研究 涵盖交叉主题以及体内、体外、原位、计算机和建模方法 心血管系统及其疾病（心脏收缩力、肥大、发育；基因组学/ 蛋白质组学、成像、再生、生物材料、内皮生物学、微循环； 生理学、淋巴学、生物工程）、肺病学/呼吸系统疾病（通气、哮喘、囊性 纤维化、肺动脉高压）和血液/干细胞生物学/疾病；以及交叉研究和 神经科学、基因组学/蛋白质组学/代谢组学、生物信息学和公共卫生领域的技术 吸引 DSMRP 学生兴趣的其他主题基于我们约 34 年的 NIH 学生培训轨迹。 922 名医学生反映了创纪录的并已建立的接触多样化/弱势群体的机会 迄今为止，已有 615 名高中生接受过培训，其中许多人继续他们的研究兴趣，并且大多数 寻求/追求科学/医疗保健职业，我们预计 DSMRP 将进一步培养更多 多样化的科学医生/医疗保健专业人士对研究事业的贡献以及不断增长的 医学科学领导干部为医疗保健专业人员的多元化渠道注入活力 详细的 S/T 和 L/T 形成/总结性计划和参与者。 评估包括数据库登记、个人发展计划、长期跟踪和职业生涯 作品集，将记录有效性并促进网络。