UAB-HudsonAlpha Genomic Medicine Training Program

UAB-HudsonAlpha 基因组医学培训计划

• 批准号: 9074113
• 负责人: Gregory Stefan Barsh
• 金额: $ 12.55万
• 依托单位: UNIVERSITY OF ALABAMA AT BIRMINGHAM
• 依托单位国家: 美国
• 财政年份: 2016
• 资助国家: 美国
• 起止时间: 2016-06-01 至 2021-05-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9074113
• 关键词: Genomic medicine; Training Programs

 DESCRIPTION (provided by applicant): The UAB-HudsonAlpha Genomic Medicine Research Training Program builds on a successful partnership and complementary strengths of these two institutions in north Alabama. Our program will train postdoctoral fellows from MD, PhD, and MDPhD backgrounds, focusing on genomic medicine in clinical research. We propose a 2 - 3 year program, matriculating 3 - 4 trainees per year from MD (both medical genetics and other medical specialties) and clinically oriented PhD applicants, for a steady-state level of 9 - 10 trainees. Our program will emphasize research in one of 30 faculty laboratories (10 from HudsonAlpha, 20 from UAB) along with acquisition of basic and fundamental skills in the areas of genomics, quantitative sciences, and ELSI considerations for genomic medicine. Essential and innovative features of our program are (1) individualized training with a mentoring committee and "passport" model for competencies, recognizing that success in genomic medicine will integrate expertise and backgrounds from different disciplines; (2) a "mentors in training" feature for junior faculty members with great promise in research but little mentoring experience; and (3) the opportunity for trainees to gain expertise in educational outreach with students, members of the lay community, and community physicians.

 描述（由适用提供）：UAB-HUDSONALPHA基因组医学研究培训计划以成功的合作伙伴关系和互补的优势为基础，在北阿拉巴马州的这两个机构的互补优势。我们的计划将培训MD，PhD和MDPHD背景的博士后研究员，重点是临床研究中的基因组医学。我们提出了一项为期2 - 3年的计划，每年从MD（医学遗传学和其他医学专业）和以临床为导向的PHD应用程序成熟的3-4个培训，稳态的9-10名学员。我们的计划将强调30个教师实验室之一（来自Hudsonalpha的10个，来自UAB的10个），以及在基因组学，定量科学和ELSI考虑基因组医学方面的基本和基本技能的获取。我们计划的基本和创新的特征是（1）与心理委员会的个性化培训以及能力的“护照”模型，认识到基因组医学的成功将整合不同学科的专业知识和背景； （2）针对初级教师的“培训导师”功能，在研究方面有很大的希望，但心理经验很少； （3）学员有机会与学生，外行社区成员和社区医生获得教育宣传专业知识。