K-12 Virtual Clinical Research Center & Medical Ignorance Exploratorium: Phase I+

K-12 虚拟临床研究中心

• 批准号: 7776844
• 负责人: MARLYS Hearst WITTE
• 金额: $ 25.69万
• 依托单位: UNIVERSITY OF ARIZONA
• 依托单位国家: 美国
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-03-20 至 2013-02-28
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/7776844
• 关键词: Acquired Immunodeficiency Syndrome; Age; Arizona; Artificial Heart; Arts; Awareness; Basic Science; Clinical; Clinical Research; Collaborations; Communication; Communities; Complex; Curiosities; Deposition; Destinations; Disadvantaged; Dose; Educational Curriculum; Educational process of instructing; Effectiveness; Environment; Evaluation; Experimental Models; Funding; Future; General Population; Health Sciences; Health education; Human; Hybrids; Internet; Knowledge; Laboratories; Learning; Libraries; Life; Link; Measures; Mediator of activation protein; Medical; Medical Education; Medical center; Medicine; Mentors; Modeling; Museums; National Center for Research Resources; Outcome; Ownership; Pathway interactions; Patients; Performance; Phase; Population; Population Heterogeneity; Process; Recruitment Activity; Research Infrastructure; Research Personnel; Resources; Rewards; Schools; Science; Staging; Strategic Planning; Students; Technology; Telemedicine; Testing; Translational Research; Translations; United States National Institutes of Health; Universities; Vision; base; bench to bedside; design; experience; forging; gene therapy; health literacy; human disease; improved; innovation; interest; literacy; malignant breast neoplasm; member; multidisciplinary; novel; outreach; peer; programs; prototype; research study; response; science education; skills; social; success; teacher; tool; virtual

Health literacy and science literacy have been placed at the top of the nation's health and education agendas. This public recognition of deficiencies and commitment to improve health/science education and innovation in schools and communities meshes with the NIH Roadmap and NCRR strategic plans to "reengineer the clinical research enterprise" including refueling the clinical researcher pipeline and enhancing public understanding of clinical research. Despite widespread recognition that scientific facts are "biodegradable" and medical science has a very long way to go, until we initiated the University of Arizona's Curriculum on Medical Ignorance (CMI), for medical and subsequently under- graduate and K-12 students (targeting disadvantaged populations), few had capitalized on the power of shifting the science/ medical education paradigm to focus on "what we know we don't know, don't know we don't know and think we know but don't"¿the terrain of all learning and discovery (viz. in medicine, current and future clinical research). Nor had they experimented with authentic student-centered inquiry strategies to recognize and deal with scientific/ medical ignorance by valuing Questions, Questioning, and Questioners (the 3Qs or Q ) alongside the 3Rs or R3 (i.e., presenting the scientific/clinical puzzles before today's facts/answers). In this Phase I & II SEPA proposal, we plan, in a stepwise fashion, to introduce a broadband Internet-based Arizona-wide and then national K-12 audience to 1) the first ever Virtual Clinical Research Center (VCRC) and 2) the Medical Ignorance Exploratorium, where students can become skilled "Questionators," surf resources and both query and navigate expanding "Isles of Medical Ignorance" as members of clinical/translational research teams. Through established and emerging multi-institutional/organizational partnerships and Arizona's internationally recognized Telemedicine Program, VCRC and the Medical Ignorance Exploratorium will create progressive live and Internet-based age-appropriate and culture-sensitive collaborative experiences, spanning clinical research topics (few of which are currently included in K-12 science curriculum) from artificial hearts to breast cancer to gene therapy. These will be designed to engage and progressively involve the learner in the diverse multidisciplinary Teams, complex Technologies, and bench<->bedside<-¿communityTranslation (3Ts or T3) investigating the questions that generate the heartbeat of the global, including Nffl-funded, clinical research enterprise. The 3-stage project evaluation model will focus on 1) design¿Kest¿>refine; 2) implement¿¿test¿>refine; and 3) disseminate¿>test, incorporating evaluations of both process and outcome using an experimental model assessing dose-response relationships and mediators and moderators of success and effectiveness both short- and long-term. Thus, the K-12 Virtual ClinicalResearch Center and Medical Ignorance Exploratorium aim to show the K-12 community how current medical ignorance fuels the questions, questioning and questioners that energize the clinical research enterprise. Further, showcasing clinical research and clinical research teams in this collaborative, inquiry-driven, Internet-based environment should further the NIH Roadmap by recruiting and assembling the diverse clinical research teams of the future, forging the complex infrastructure for new pathways of discovery, and educating the public about clinical research, thereby facilitating the translation of basic science advances from bench to bedside to community.

健康素养和科学素养已被置于美国健康和教育议程的顶部。这 公众承认缺陷和致力于改善学校健康/科学教育和创新的承诺以及 社区与NIH的路线图和NCRR战略计划“重新设计临床研究企业” 包括加油临床研究人员管道并增强公众对临床研究的理解。尽管 广泛认识到科学事实是“可生物降解”，医学科学还有很长的路要走，直到我们 启动了亚利桑那大学的医学无知课程（CMI） 研究生和K-12学生（针对灾难的人群），很少有人利用转移的力量 科学/医学教育范式专注于“我们知道我们不知道的，不知道我们不知道和认为 我们知道但不要“所有学习与发现的地形（即医学，当前和未来的临床研究）。 他们也没有尝试过以学生为中心的探究策略来认识并处理科学/ 通过评估问题，提问和提问者（3QS或Q）的医学无知（3RS或R3）（即 在当今的事实/答案之前提出科学/临床难题。在此阶段I和II和II SEPA提案中，我们计划 逐步时尚，向基于互联网的亚利桑那州范围内介绍全国K-12受众1）第一个 曾经的虚拟临床研究中心（VCRC）和2）医学无知探险家，学生可以在这里 成为熟练的“问答器”，冲浪资源，查询和导航扩大“医学无知的群岛” 临床/转化研究团队的成员。通过已建立和新兴的多机构/组织 合作伙伴关系和亚利桑那州的国际认可的远程医疗计划，VCRC和医疗无知 Exploratorium将创建渐进的现场和基于互联网的适合年龄和文化敏感的协作 跨越临床研究主题的经验（目前很少包含在K-12科学课程中） 人造心脏对乳腺癌进行基因疗法。这些将旨在参与并逐步参与学习者 在潜水员的多学科团队中 T3）调查产生全球心跳的问题，包括NFFL资助的临床研究 企业。三阶段项目评估模型将重点关注1）设计€kest®>精炼； 2）实施„测试>精炼；和 3）传播测试，使用实验模型评估结合了对过程和结果的评估 短期和长期的剂量反应关系以及成功和有效性的介体和主持人。那， K-12虚拟临床研究中心和医疗无知Exploratorium旨在向K-12社区展示如何 当前的医学无知助长了临床研究企业充满活力的问题，提问和提问者。 此外，在这个合作，询问驱动的，基于互联网的合作式研究中展示了临床研究和临床研究团队 环境应通过招募和组建潜水员的临床研究团队来进一步进一步发展NIH路线图 未来，忘记了新发现途径的复杂基础设施，并向公众教育临床 研究，从而支持从基础科学进步的翻译，从板凳到床边再到社区。