Research Education Core

研究教育核心

基本信息

批准号：
10631886
负责人：
CHRISTIAAN LEEUWENBURGH
金额：
$ 18.98万
依托单位：
UNIVERSITY OF FLORIDA
依托单位国家：
美国
项目类别：
财政年份：
2007
资助国家：
美国
起止时间：
2007-06-01 至 2027-03-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10631886
关键词：
Achievement Address Adult Age Aging Alzheimer&apos s Disease American Aptitude Area Attention Award Basic Science Behavioral Behavioral Sciences Bioinformatics Biological Markers Biometry Biostatistics Core Career Choice Clinical Clinical Research Clinical Sciences Common Core Competence Competency-Based Education Core Facility Data Science Developed Countries Development Development Plans Disease Elderly Ensure Environment Epidemiology Evaluation Extramural Activities Face Fellowship Florida Fostering Funding Future Geriatrics Goals Health Home Individual Institute of Medicine (U.S.)Interdisciplinary Study Intervention Investigation K-Series Research Career Programs Knowledge Leadership Mentors Mentorship Minority Mission Monitor Neurology Older Population Operative Surgical Procedures Pain Persons Physical therapy Population Population Research Population Sciences Postdoctoral Fellow Process Public Health Qualifying Research Research Personnel Research Project Grants Research Support Research Training Resources Role Scholars Program Science Scientist Stress Structure Talents Technology Testing Time Training Training Activity Translational Research Translations Travel Tsunami United States United States Department of Veterans Affairs United States National Institutes of Health Universities Wages Woman age group aged career career development clinical center college disability doctoral student education planning education research effective intervention experience health disparity insight interdisciplinary approach next generation pre-clinical research preservation prevent professor programs recruit research and development responsible research conduct skill acquisition skills social translational pipeline

项目摘要

Summary The older population will more than double from 35 million in 2000 to 72 million in 2030 and comprise almost 20% of the U.S. population. To help preserve older Americans’ mobility and independence, the University of Florida (UF) Older Americans Independence Center (OAIC) Research Education Core (REC) promotes the development of independent investigators in interdisciplinary research on aging related to “promotion of mobility and independence.” This core emphasizes the competency-based development of research and leadership skills for conducting high-impact research across the translational spectrum. Key to this approach is our partnerships with UF’s NIH-funded Clinical and Translational Science Institute (CTSI), the UF Center for Advancing Minority Pain and Aging Science (CAMPAS), the Veterans Affairs (VA) Geriatric Research Education and Clinical Center (GRECC), the Florida Alzheimer’s Disease Research Center (ADRC), and all of our University colleges. The REC leverages and contributes to other internal and external initiatives providing career support, including UF resources and programs; NIH and other extramural career-development awards, diversity supplements, research awards, and fellowships; and CTSI and VA support. The REC supports the research training of REC Scholars who span the spectrum from beginning trainees (post-doctoral students) to assistant professors who have not yet obtained funding for major (R01-level) research grants. REC Scholars receive direct salary support from the REC to protect their time for career development and research. They also benefit from REC mentorship and training activities, access to other OAIC Core support, and travel resources. In our first year, we propose to support an interdisciplinary group of four REC Scholars from four different UF departments (Physical Therapy, Surgery, Aging and Geriatric Research, and Neurology). Among these REC Scholars, two have clinical degrees and responsibilities; one is a woman. The REC’s overarching goal is to recruit, select, and train talented REC Scholars committed to advancing translational science and to integrating clinical insights of health/disease and independence/disability in older adults. Using knowledge of advances in basic and clinical research findings, REC Scholars will strive to find potential interventions that will promote mobility and independence in older adults. To facilitate team science and a translational perspective, we emphasize an interdisciplinary career-development plan supported by a diverse cadre of scientists (basic, translational, social, behavioral, biostatistics, epidemiological, and clinical). Tailored career-development plans for each proposed REC-supported Scholar include, but are not limited to: a) a research project integrated with this OAIC’s theme; b) a formal training strategy that stresses the integration of basic and clinical research and interactions across the OAIC research spectrum and exploits the resources of the other OAIC Core facilities; c) a formal mentorship program that uses a team approach to foster translational science approaches; and d) a monitoring process to evaluate trainees’ progress formally using specific milestones and achievements.

概括老年人口将从 2000 年的 3500 万增加一倍多，到 2030 年达到 7200 万，其中几乎包括 20% 的美国人口为了帮助保持美国老年人的流动性和独立性，大学。佛罗里达州 (UF) 美国老年人独立中心 (OAIC) 研究教育核心 (REC) 促进与“促进流动性和独立性。”这一核心强调基于能力的研究和发展在整个转化领域进行高影响力研究的领导技能是这种方法的关键。我们与佛罗里达大学 NIH 资助的临床和转化科学研究所 (CTSI)、佛罗里达大学研究中心建立了合作伙伴关系推进少数族裔疼痛和衰老科学 (CAMPAS)、退伍军人事务部 (VA) 老年学研究教育和临床中心 (GRECC)、佛罗里达阿尔茨海默病研究中心 (ADRC) 以及所有我们的大学学院利用并为其他内部和外部举措做出贡献，提供职业支持，包括佛罗里达大学资源和项目；NIH 和其他校外职业发展奖项，多样性补充、研究奖励和奖学金；以及 CTSI 和 VA 支持。 REC 学者的研究培训涵盖了从初级学员（博士后学生）到尚未获得 REC 学者重大（R01 级）研究资助的助理教授。获得 REC 的直接薪资支持，以保护他们的职业发展和研究时间。还受益于 REC 指导和培训活动、获得其他 OAIC 核心支持以及旅行在我们的第一年，我们建议支持一个由四名 REC 学者组成的跨学科小组。佛罗里达大学的不同科室（物理治疗、外科、衰老和老年研究以及神经病学）。这些 REC 学者中，有两名拥有临床学位并承担职责；其中一名是 REC 的最高层。目标是招募、选拔和培训致力于推进转化科学的有才华的 REC 学者，并临床整合老年人健康/疾病和独立/残疾的见解。随着基础和临床研究成果的不断进步，REC 学者将努力寻找潜在的干预措施，促进老年人的活动能力和独立性，促进团队科学和转化视角，我们强调由多元化科学家骨干支持的跨学科职业发展计划（基础、转化、社会、行为、生物统计学、流行病学和临床）。对于每位拟议的 REC 支持的学者，包括但不限于：a) 一个与 OAIC 的主题 b) 强调基础研究和临床研究相结合的正式培训策略； OAIC 研究范围内的互动并利用其他 OAIC 核心设施的资源；使用团队方法来促进转化科学方法的正式指导计划；以及 d) a 监控流程，使用具体的里程碑和成就正式评估学员的进度。