The broad goal of the Institute for Clinical and Translational Science (ICTS) training program is to provide trainees with immersion in research, flexible learning, and opportunities for experiences in health technology as practiced not only in academia but in the community as well. Our program integrates NRSA trainees into all activities at our Hub, ranging from community engagement and outreach, to mastering best practices of clinical trials in the age of the EHR. UCI?s talented team science faculty provides every trainee with necessary tools for successful collaboration in translational science. We coalesced the NRSA and Mentored Career Development programs so that training resources are used efficiently. The integration has built a community of trainees which challenges and stimulates faculty and staff across the institution. The integrated program has four prime objectives. 1) Recruit a widely diverse pool of trainees. ICTS commitment to crossing academic boundaries is evidenced by our own ICTS leadership, encompassing nursing scientists and engineers, and this attracts trainees from a wide variety of career pathways and scientific disciplines. We partner with regional middle and high schools, particularly from neighborhoods with large numbers of underrepresented minorities, in programs that excite young students about health science and careers in research, an investment that will pay off in the years to come with a more diverse pool of trainees. 2) Offer both core and advanced curricula in clinical and translational science that are flexible and streamlined. We created a series of immersive-learning workshops spanning systems biology to community-based participatory research. These workshops are designed to shorten the didactic training components without disrupting research productivity. Working in partnership with UCI?s NIH BEST award (Broadening Experience in Scientific Training), varied health and technology experiences are available, from working with judges in Orange County domestic violence courts to externships in pharma startups. 3) Provide leadership and mentoring that champion our trainees. Our College of Mentors includes UCI?s most productive translational scientists who are selected because of their dedication to mentoring, and who are willing to undergo continuous training and evaluation themselves. The Survey, Evaluation, and Tracking (SET) Unit monitors individual development plans. SET is transparent and includes both faculty and trainees. 4) Collaborate with CTSAs across the network to improve training. We recently created a Southern California CTSA boot camp consortium with UCLA, UC San Diego, and USC. Trainees from all sites will be encouraged to build collaborations and participate in these workshops in topics ranging from biomedical informatics to therapeutic discovery and development. UCI is part of a statewide CTSA consortium, which is developing and evaluating web-based learning modules in translational science. In sum, our Hub will train a generation of researchers poised to transform the translational science process so that new prevention, treatments, and cures for disease can be delivered to the public faster.

Public Health Relevance

Page 581 Contact PD/PI: COOPER, DAN M NRSA-Training-001 (449) References 1. Balakrishnan AD, Kiesler S, Cummings J, Zadeh R. Research team integration: What it is and why it matters? In Proceedings of the ACM Conference on computer supported cooperative work . New York: ACM Press; 2011. 2. Cronin MA, Weingart LR. Representational gaps, information processing, and conflict in functionally diverse teams. Academy of Management Review 2007;32:761-73 3. Hall KL, Stokols D, Moser RP, Taylor BK, Thornquist MD, Nebeling LC, Ehret CC, Barnett MJ, McTiernan A, Berger NA, et al. The collaboration readiness of transdisciplinary research teams and centers findings from the National Cancer Institute's TREC Year-One evaluation study. Am.J.Prev.Med. 2008 Aug;35(2 Suppl):S161-S172. PMCID:PMC3292855 4. Okhuysen GA, Eisenhardt KM. Integrating knowledge in groups: How formal interventions enable flexibility. Organization Science 2002;13:370-86 5. Olson JS, Olson GM. Working Together Apart: Collaboration Over the Internet. San Rafael: Morgan and Claypool; 2014. 6. Stokols D, Hall KL, Vogel AL. Core characteristics, definitions, and strategies for success. In: Haire-Joshu D, McBride TD, editors. Transdisciplinary Public Health: Research methods and practice. San Francisco: Jossey-Bass Publishers; 2013. p. 3-30. 7. Salazar M, Lant T, Kane A. To join or not to join: an investigation of individual facilitators and inhibitors of medical faculty participation in interdisciplinary research teams. Clin.Transl.Sci. 2011 Aug;4(4):274-8 8. Nussbeck SY, Skrowny D, O'Donoghue S, Schulze TG, Helbing K. How to design biospecimen identifiers and integrate relevant functionalities into your biospecimen management system. Biopreserv.Biobank. 2014 Jun;12(3):199-205. PMCID:PMC4066232 9. Vaught JB, Henderson MK. Biological sample collection, processing, storage and information management. IARC.Sci.Publ. 2011;(163):23-42 10. Collins FS, Tabak LA. Policy: NIH plans to enhance reproducibility. Nature 2014 Jan 30;505(7485):612-3. PMCID:PMC4058759 11. Steward O, Balice-Gordon R. Rigor or Mortis: Best Practices for Preclinical Research in Neuroscience. Neuron 2014 Nov 5;84(3):572-81 12. Collins FS. Reengineering translational science: the time is right. Sci.Transl.Med. 2011 Jul 6;3(90):1-6 13. Farrell J, Saloner G. Standardization, Compatibility, and Innovation. Rand Journal of Economics 1985;16(1):70-83 14. Rotemberg JJ, Saloner G. Visionaries, managers, and strategic direction. Rand Journal of Economics 2000;31(4):693-716 15. Saloner G, Shepard A. Adoption of Technologies with Network Effects - An Empirical-Examination of the Adoption of Automated Teller Machines. Rand Journal of Economics 1995;26(3):479-501 16. Yock PG, Brinton TJ, Zenios SA. Teaching biomedical technology innovation as a discipline. Sci.Transl.Med. 2011 Jul 20;3(92):92cm18 17. Dyer J, Gregersen H, Christensen CM. The Innovator's DNA: Mastering the Five Skills of Disruptive Innovation. Cambridge, MA: Harvard Business Review Press; 2011. References Cited Page 582

Agency
National Institute of Health (NIH)
Institute
National Center for Advancing Translational Sciences (NCATS)
Type
Linked Training Award (TL1)
Project #
5TL1TR001415-02
Application #
9127817
Study Section
Special Emphasis Panel (ZTR1)
Program Officer
Merchant, Carol
Project Start
2015-08-15
Project End
2019-03-31
Budget Start
2016-04-01
Budget End
2017-03-31
Support Year
2
Fiscal Year
2016
Total Cost
Indirect Cost
Name
University of California Irvine
Department
Pediatrics
Type
Schools of Medicine
DUNS #
046705849
City
Irvine
State
CA
Country
United States
Zip Code
92617
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