Institutional Career Development Core View Homepage


Ontology type: schema:MonetaryGrant     


Grant Info

YEARS

2017-2027

FUNDING AMOUNT

8671148.0 USD

ABSTRACT

Contact PD/PI: Lucchinetti, Claudia F. Inst-Career-Dev-001 (131) I. INSTITUTIONAL CAREER DEVELOPMENT CORE: Project Summary/Abstract The overall objective of the CCaTS KL2 Institutional Career Development Core is to provide superb training to investigators who can assume leadership roles within multidisciplinary collaborative research teams that conduct outstanding clinical and translational science. The KL2 Program is open to individuals with a doctoral degree in a discipline applicable to clinical and translational research and an existing appointment as Mayo Clinic faculty or under consideration for a Mayo Clinic faculty appointment. After a rigorous selection process, successful applicants and their mentoring team formulate a career development plan based on defined core competencies for clinical and translational science. The plan includes appropriate didactic training; experiential and extramural learning opportunities; and a structured, mentored translational research project. The Specific Aims of this renewal application are to 1) recruit and support a diverse group of Scholars with outstanding potential to lead multidisciplinary, collaborative team science; 2) provide tailored educational experiences based on individual career development needs that include appropriate didactics, experiential activities, and a mentored research experience; and 3) foster a community of Scholars, including partnerships with other career development programs, both within Mayo Clinic and nationally. Key strengths of the KL2 Program include a long history of Program graduates having success as translational scientists, a diverse pool of faculty mentors with strong extramurally funded research programs and a record of mentoring prior Scholars, a large and diverse candidate pool subject to a rigorous selection process, a wide range of curricular options offered without charge, novel strategies to create a positive learning environment for all Scholars, multiple networking and community-building opportunities, options for experiential learning, strong institutional support for the transition to independence after Program completion, and a rigorous evaluation program. Although the KL2 Core has a long history of success, we have identified several opportunities for improvement and innovation, both by crafting new initiatives and by modifying existing program elements as guided by the results of our ongoing rigorous evaluation program. Planned enhancements include new required learning experiences in team science, social media, sex as a biological variable, mentoring (including near-peer cascading mentorship), the hidden curriculum, inclusion and developing a positive working environment for staff, and acting as a visiting scholar. Equipping Scholars with skills addressing these key emerging competencies will prepare them for success as CTS investigators. Project Summary/Abstract Page 1069 Contact PD/PI: Lucchinetti, Claudia F. Inst-Career-Dev-001 (131) I. INSTITUTIONAL CAREER DEVELOPMENT CORE: Bibliography & References Cited 1. Brewer LC, Asiedu GB, Jones C, Richard M, Erickson J, Weis J, et al. Emergency preparedness and risk communication among african american churches: Leveraging a community-based participatory research partnership COVID-19 initiative. Prev Chronic Dis. 2020;17:E158. PMCID: PMC7769077. 2. Brewer LC, Woods C, Patel A, Weis J, Jones C, Abbenyi A, et al. Establishing a SARS-CoV-2 (COVID- 19) drive-through collection site: A community-based participatory research partnership with a federally qualified health center. Am J Public Health. 2021:e1-e5. 3. 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. 4. University of Minnesota Clinical and Translational Science Institute. Mentor Training. Available at: http://www.ctsi.umn.edu/education-and-training/mentoring/mentor-training. 5. Calarco J. A Field Guide to Grad School: Uncovering the Hidden Curriculum: Princeton University Press; 2020. 6. Hafferty F, O’Donnell J. Hidden Curriculum in Health Professional Education: Dartmouth College Press; 2015. 7. Margolis E. The Hidden Curriculum in Higher Education: Routledge; 2001. 8. Smith B. Mentoring At-Risk Students through the Hidden Curriculum of Higher Education: Lexington Books; 2013. 9. Cevik M, Haque SA, Manne-Goehler J, Kuppalli K, Sax PE, Majumder MS, et al. Gender disparities in coronavirus disease 2019 clinical trial leadership. Clin Microbiol Infect. 2021. PMCID: PMC7785275. 10. Krukowski RA, Jagsi R, Cardel MI. Academic Productivity Differences by Gender and Child Age in Science, Technology, Engineering, Mathematics, and Medicine Faculty During the COVID-19 Pandemic. J Womens Health (Larchmt). 2021;30(3):341-347. PMCID: PMC7957370. 11. Wehner MR, Li Y, Nead KT. Comparison of the Proportions of Female and Male Corresponding Authors in Preprint Research Repositories Before and During the COVID-19 Pandemic. JAMA Netw Open. 2020;3(9):e2020335. PMCID: PMC7499126. 12. AlShebli B, Makovi K, Rahwan T. Retraction Note: The association between early career informal mentorship in academic collaborations and junior author performance. Nat Commun. 2020;11(1):6446. PMCID: PMC7752908. 13. AlShebli B, Makovi K, Rahwan T. The association between early career informal mentorship in academic collaborations and junior author performance. Nat Commun. 2020;11(1):5855. PMCID: PMC7672107. 14. Rock D, Grant H. Why diverse teams are smarter. Harv Bus Rev. 2016. Available at https://hbr.org/2016/11/why-diverse-teams-are-smarter. 15. Alfred MV, Ray SM, Johnson MA. Advancing Women of Color in STEM: An Imperative for U.S. Global Competitiveness. Adv Dev Hum Resour. 2018;21(1):114-132. 16. Fox CW, Paine CET. Gender differences in peer review outcomes and manuscript impact at six journals of ecology and evolution. Ecol Evol. 2019;9(6):3599-3619. PMCID: PMC6434606. References Cited Page 1070 More... »

URL

http://projectreporter.nih.gov/project_info_description.cfm?aid=10632366

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The plan includes appropriate didactic training; experiential and extramural learning opportunities; and a structured, mentored translational research project. The Specific Aims of this renewal application are to 1) recruit and support a diverse group of Scholars with outstanding potential to lead multidisciplinary, collaborative team science; 2) provide tailored educational experiences based on individual career development needs that include appropriate didactics, experiential activities, and a mentored research experience; and 3) foster a community of Scholars, including partnerships with other career development programs, both within Mayo Clinic and nationally. Key strengths of the KL2 Program include a long history of Program graduates having success as translational scientists, a diverse pool of faculty mentors with strong extramurally funded research programs and a record of mentoring prior Scholars, a large and diverse candidate pool subject to a rigorous selection process, a wide range of curricular options offered without charge, novel strategies to create a positive learning environment for all Scholars, multiple networking and community-building opportunities, options for experiential learning, strong institutional support for the transition to independence after Program completion, and a rigorous evaluation program. Although the KL2 Core has a long history of success, we have identified several opportunities for improvement and innovation, both by crafting new initiatives and by modifying existing program elements as guided by the results of our ongoing rigorous evaluation program. Planned enhancements include new required learning experiences in team science, social media, sex as a biological variable, mentoring (including near-peer cascading mentorship), the hidden curriculum, inclusion and developing a positive working environment for staff, and acting as a visiting scholar. Equipping Scholars with skills addressing these key emerging competencies will prepare them for success as CTS investigators. Project Summary/Abstract Page 1069 Contact PD/PI: Lucchinetti, Claudia F. Inst-Career-Dev-001 (131) I. INSTITUTIONAL CAREER DEVELOPMENT CORE: Bibliography & References Cited 1. Brewer LC, Asiedu GB, Jones C, Richard M, Erickson J, Weis J, et al. Emergency preparedness and risk communication among african american churches: Leveraging a community-based participatory research partnership COVID-19 initiative. Prev Chronic Dis. 2020;17:E158. PMCID: PMC7769077. 2. Brewer LC, Woods C, Patel A, Weis J, Jones C, Abbenyi A, et al. Establishing a SARS-CoV-2 (COVID- 19) drive-through collection site: A community-based participatory research partnership with a federally qualified health center. Am J Public Health. 2021:e1-e5. 3. 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. 4. University of Minnesota Clinical and Translational Science Institute. Mentor Training. Available at: http://www.ctsi.umn.edu/education-and-training/mentoring/mentor-training. 5. Calarco J. A Field Guide to Grad School: Uncovering the Hidden Curriculum: Princeton University Press; 2020. 6. Hafferty F, O\u2019Donnell J. Hidden Curriculum in Health Professional Education: Dartmouth College Press; 2015. 7. Margolis E. The Hidden Curriculum in Higher Education: Routledge; 2001. 8. Smith B. Mentoring At-Risk Students through the Hidden Curriculum of Higher Education: Lexington Books; 2013. 9. 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    4 schema:description Contact PD/PI: Lucchinetti, Claudia F. Inst-Career-Dev-001 (131) I. INSTITUTIONAL CAREER DEVELOPMENT CORE: Project Summary/Abstract The overall objective of the CCaTS KL2 Institutional Career Development Core is to provide superb training to investigators who can assume leadership roles within multidisciplinary collaborative research teams that conduct outstanding clinical and translational science. The KL2 Program is open to individuals with a doctoral degree in a discipline applicable to clinical and translational research and an existing appointment as Mayo Clinic faculty or under consideration for a Mayo Clinic faculty appointment. After a rigorous selection process, successful applicants and their mentoring team formulate a career development plan based on defined core competencies for clinical and translational science. The plan includes appropriate didactic training; experiential and extramural learning opportunities; and a structured, mentored translational research project. The Specific Aims of this renewal application are to 1) recruit and support a diverse group of Scholars with outstanding potential to lead multidisciplinary, collaborative team science; 2) provide tailored educational experiences based on individual career development needs that include appropriate didactics, experiential activities, and a mentored research experience; and 3) foster a community of Scholars, including partnerships with other career development programs, both within Mayo Clinic and nationally. Key strengths of the KL2 Program include a long history of Program graduates having success as translational scientists, a diverse pool of faculty mentors with strong extramurally funded research programs and a record of mentoring prior Scholars, a large and diverse candidate pool subject to a rigorous selection process, a wide range of curricular options offered without charge, novel strategies to create a positive learning environment for all Scholars, multiple networking and community-building opportunities, options for experiential learning, strong institutional support for the transition to independence after Program completion, and a rigorous evaluation program. Although the KL2 Core has a long history of success, we have identified several opportunities for improvement and innovation, both by crafting new initiatives and by modifying existing program elements as guided by the results of our ongoing rigorous evaluation program. Planned enhancements include new required learning experiences in team science, social media, sex as a biological variable, mentoring (including near-peer cascading mentorship), the hidden curriculum, inclusion and developing a positive working environment for staff, and acting as a visiting scholar. Equipping Scholars with skills addressing these key emerging competencies will prepare them for success as CTS investigators. Project Summary/Abstract Page 1069 Contact PD/PI: Lucchinetti, Claudia F. Inst-Career-Dev-001 (131) I. INSTITUTIONAL CAREER DEVELOPMENT CORE: Bibliography & References Cited 1. Brewer LC, Asiedu GB, Jones C, Richard M, Erickson J, Weis J, et al. Emergency preparedness and risk communication among african american churches: Leveraging a community-based participatory research partnership COVID-19 initiative. Prev Chronic Dis. 2020;17:E158. PMCID: PMC7769077. 2. Brewer LC, Woods C, Patel A, Weis J, Jones C, Abbenyi A, et al. Establishing a SARS-CoV-2 (COVID- 19) drive-through collection site: A community-based participatory research partnership with a federally qualified health center. Am J Public Health. 2021:e1-e5. 3. 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. 4. University of Minnesota Clinical and Translational Science Institute. Mentor Training. Available at: http://www.ctsi.umn.edu/education-and-training/mentoring/mentor-training. 5. Calarco J. A Field Guide to Grad School: Uncovering the Hidden Curriculum: Princeton University Press; 2020. 6. Hafferty F, O’Donnell J. Hidden Curriculum in Health Professional Education: Dartmouth College Press; 2015. 7. Margolis E. The Hidden Curriculum in Higher Education: Routledge; 2001. 8. Smith B. Mentoring At-Risk Students through the Hidden Curriculum of Higher Education: Lexington Books; 2013. 9. Cevik M, Haque SA, Manne-Goehler J, Kuppalli K, Sax PE, Majumder MS, et al. Gender disparities in coronavirus disease 2019 clinical trial leadership. Clin Microbiol Infect. 2021. PMCID: PMC7785275. 10. Krukowski RA, Jagsi R, Cardel MI. Academic Productivity Differences by Gender and Child Age in Science, Technology, Engineering, Mathematics, and Medicine Faculty During the COVID-19 Pandemic. J Womens Health (Larchmt). 2021;30(3):341-347. PMCID: PMC7957370. 11. Wehner MR, Li Y, Nead KT. Comparison of the Proportions of Female and Male Corresponding Authors in Preprint Research Repositories Before and During the COVID-19 Pandemic. JAMA Netw Open. 2020;3(9):e2020335. PMCID: PMC7499126. 12. AlShebli B, Makovi K, Rahwan T. Retraction Note: The association between early career informal mentorship in academic collaborations and junior author performance. Nat Commun. 2020;11(1):6446. PMCID: PMC7752908. 13. AlShebli B, Makovi K, Rahwan T. The association between early career informal mentorship in academic collaborations and junior author performance. Nat Commun. 2020;11(1):5855. PMCID: PMC7672107. 14. Rock D, Grant H. Why diverse teams are smarter. Harv Bus Rev. 2016. Available at https://hbr.org/2016/11/why-diverse-teams-are-smarter. 15. Alfred MV, Ray SM, Johnson MA. Advancing Women of Color in STEM: An Imperative for U.S. Global Competitiveness. Adv Dev Hum Resour. 2018;21(1):114-132. 16. Fox CW, Paine CET. Gender differences in peer review outcomes and manuscript impact at six journals of ecology and evolution. Ecol Evol. 2019;9(6):3599-3619. PMCID: PMC6434606. References Cited Page 1070
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