Institutional Career Development Core

机构职业发展核心

• 批准号: 9514384
• 负责人: David O. Warner
• 金额: $ 131.96万
• 依托单位: MAYO CLINIC ROCHESTER
• 依托单位国家: 美国
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-09-18 至 2022-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9514384
• 关键词: Active Learning; Applications Grants; Appointment; Bibliography; Clinic; Clinical Competence; Clinical Research; Clinical Sciences; Communities; Competence; Complex; Degree program; Development; Development Plans; Discipline; Doctor' s Degree; Education; Elements; Environment; Evaluation; Extramural Activities; Faculty; Fostering; Funding; Health; Human; Individual; Institutes; Institution; Knowledge; Lead; Leadership; Learning; Mentors; Mentorship; Methods; Minnesota; Mosses; Outcome; Postdoctoral Fellow; Process; Program Development; Randomized Controlled Trials; Recording of previous events; Recruitment Activity; Research; Research Personnel; Research Project Grants; Role; Science; Structure; System; Time; Training; Training and Education; Translating; Translational Research; Translations; Universities; base; career; career development; didactic education; effectiveness measure; expectation; experience; faculty mentor; improved; innovation; learning strategy; multidisciplinary; programs; skills; success; training opportunity; translational pipeline

Contact PD/PI: Khosla, Sundeep Inst-Career-Dev-001 (213) The overall aim of the Mayo Clinic CCaTS educational programs is to provide “R4” – the Right education at the Right time to the Right learner with the Right method – in order to promote continuous development of multidisciplinary teams that can conduct high-quality research across the translational spectrum to translate scientific knowledge into improved human health. In this context, the overall objective of the Institutional Career Development (KL2) Core is to provide superb training to investigators who can assume leadership roles within multidisciplinary, collaborative research teams. Three Specific Aims are proposed: 1) Recruit a diverse group of investigators with outstanding potential to lead multidisciplinary, collaborative team science, recognizing that translation is an increasingly challenging and complex science that requires both collaborative efforts across many disciplines and investigators with the leadership and management skills to build successful teams; 2) Provide a tailored educational experience based on defined competencies and career development needs that include appropriate formal education, experiential learning activities, and a mentored research experience, because training must be individualized for each scholar, emphasizing competencies in translational science rather than formal degree programs, and 3) Partner with other career development programs, both within Mayo Clinic and nationally, to enhance training and foster a community of scholars, leveraging the rich environment of other career development programs at Mayo Clinic and at other CTSA institutions to enhance training opportunities for our scholars The KL2 Program is open to individuals with an existing or potential faculty or trainee (e.g., postdoctoral fellow) appointment at Mayo Clinic and a doctoral degree in a discipline applicable to clinical and translational research. After a rigorous selection process, successful applicants and their mentoring teams formulate individual career development plans based on defined core competencies for clinical and translational science. The plans include appropriate didactic training; experiential and extramural learning opportunities; and a structured, mentored translational research project. Scholars are required to prepare and submit an extramural grant application by the end of a 3-year period of support. A total of 6 slots are requested as the minimum to maintain a viable program. The KL2 Institutional Career Development Core has a long history of success. We will build upon this history, retaining those elements of proven benefit and implementing enhancements in the next funding cycle. Highlights include expanded training opportunities in mentorship and team science, expanded opportunities for experiential and extramural learning, enhanced ability to tailor didactic curricula to individual needs, enhanced integration of scholar activities with trainees in other intramural and extramural career development programs, and further development of a rigorous evaluation system that tracks individual and program progress and outcomes using innovative and comprehensive metrics. Project Summary/Abstract Page 960 Contact PD/PI: Khosla, Sundeep Inst-Career-Dev-001 (213) I. INSTITUTIONAL CAREER DEVELOPMENT CORE: Bibliography and References Cited 1. Fleming M, Burnham EL, Huskins WC. Mentoring translational science investigators. JAMA. 2012;308(19):1981-1982. PMCID: 3767996. 2. Berk RA, Berg J, Mortimer R, Walton-Moss B, Yeo TP. Measuring the effectiveness of faculty mentoring relationships. Acad Med. 2005;80(1):66-71. 3. University of Minnesota Clinical and Translational Science Institute. Mentor Training. Available at: http://www.ctsi.umn.edu/education-and-training/mentoring/mentor-training. 4. Huskins WC, Silet K, Weber-Main AM, Begg MD, Fowler VG, Jr., Hamilton J, Fleming M. Identifying and aligning expectations in a mentoring relationship. Clin Transl Sci. 2011;4(6):439-447. PMCID: 3476480. 5. Pfund C, House SC, Asquith P, Fleming MF, Buhr KA, Burnham EL, Eichenberger Gilmore JM, Huskins WC, McGee R, Schurr K, Shapiro ED, Spencer KC, Sorkness CA. Training mentors of clinical and translational research Scholars: a randomized controlled trial. Acad Med. 2014;89(5):774-782. PMCID: 4121731. 6. Steiner JF. Promoting mentorship in translational research: should we hope for Athena or train mentor? Acad Med. 2014;89(5):702-704. PMCID: 4008702. References Cited Page 961

联系 PD/PI：Khosla，Sundeep Inst-Career-Dev-001 (213) 梅奥诊所 CCaTS 教育计划的总体目标是提供“R4”——正确的教育 用正确的方法，为正确的学习者提供正确的时间——以促进持续发展 多学科团队可以在翻译领域进行高质量的研究以翻译 在此背景下，将科学知识转化为改善人类健康的机构职业的总体目标。 发展（KL2）核心是为能够在内部担任领导角色的调查人员提供一流的培训 提出了三个具体目标： 1) 招募多元化的团队。 具有领导多学科、协作团队科学的杰出潜力的研究人员， 认识到翻译是一门日益具有挑战性和复杂性的科学，需要双方的协作 跨越许多学科和研究人员，努力运用领导和管理技能来建立成功的 2）根据定义的能力和职业提供量身定制的教育体验 发展需求，包括适当的正规教育、体验式学习活动和 受指导的研究经验，因为培训必须针对每个学者进行个性化，强调 转化科学而非正式学位课程的能力，以及 3) 与其他职业合作 梅奥诊所内部和全国范围内的发展计划，以加强培训并培养 学者社区，利用梅奥其他职业发展项目的丰富环境 诊所和其他 CTSA 机构，以增加我们学者的培训机会 KL2 计划向现有或潜在的教员或实习生（例如博士后研究员）的个人开放 在梅奥诊所任职并获得适用于临床和转化的学科的博士学位 经过严格的选择过程后，成功的申请者及其指导团队会制定。 基于明确的临床和转化科学核心能力的个人职业发展计划。 该计划包括适当的教学培训； 学者需要准备并提交一份校外的结构化、指导性的转化研究项目。 3 年支持期结束时申请补助金 至少需要 6 个名额。 KL2 机构职业发展核心项目拥有悠久的成功历史。 将在这段历史的基础上继续发展，保留那些已证明有益的要素，并在 下一个资助周期的亮点包括扩大指导和团队科学的培训机会， 扩大体验式和校外学习的机会，增强定制教学课程的能力 个人需求，加强学术活动与其他校内和校外学员的融合 职业发展计划，并进一步制定严格的评估体系来跟踪个人 使用创新和全面的指标来制定计划的进展和成果。 项目摘要/摘要第 960 页 联系 PD/PI：Khosla，Sundeep Inst-Career-Dev-001 (213) I. 机构职业发展核心：参考书目和引用的参考文献 1. Fleming M、Burnham EL、Huskins WC。指导转化科学研究者。 2012；308(19)：1981-1982。PMCID：3767996。 2. Berk RA、Berg J、Mortimer R、Walton-Moss B、Yeo TP 衡量教师的有效性。 指导关系。2005 年；80(1)：66-71。 3. 明尼苏达大学临床和转化科学研究所导师培训。 http://www.ctsi.umn.edu/education-and-training/mentoring/mentor-training。 4. Huskins WC、Silet K、Weber-Main AM、Begg MD、Fowler VG, Jr.、Hamilton J、Fleming M. 识别 并调整指导关系中的期望。2011；4(6):439-447。 3476480。 5. Pfund C、House SC、Asquith P、Fleming MF、Buhr KA、Burnham EL、Eichenberger Gilmore JM、Huskins WC、McGee R、Schurr K、Shapiro ED、Spencer KC、Sorkness CA 临床和培训导师。 转化研究学者：一项随机对照试验，2014 年；89(5)：774-782。 4121731。 6. Steiner JF。促进转化研究中的指导：我们应该希望雅典娜还是培训导师？ 医学科学院 2014；89(5)：702-704。 引用的参考文献第 961 页