Institutional Career Development Core

University Of Kansas Medical Center, Kansas City KS

Investigators

Linked publications & trials

Abstract

Contact PD/Pl: Castro, Mario lnst-Career-Dev-001 (002) ABSTRACT - KL2 INSTITUTIONAL CAR E E R DEV E LOPM E NT CORE Without a CTSA hub within 250 miles, Frontiers plays a critical role in addressing the science and health care workforce needs for clinical and translational research (CTR) in the Midwest. Alumni of Frontiers career development programs drive research for improvements in clinical and public health practice - advancing the delivery of innovations to the patients and communities that need them. Frontiers brings together more than 200 federally-funded investigators in CTR drawn from eight regional Midwestern institutions with strong track records of working across state lines and institutional boundaries to advance interdisciplinary research. The overarching goal for the mentoring, tool F s, and environment need ed to become successful transl ati onal researc rontiers KL2 career development program is to prov ide early stage scientists with the hers. Since 2011 when the Frontiers CTSA was first funded, 20 scholars have been enrolled and 16 scholars have completed the program. One hundred percent of graduates remain engaged in research with 93% of our graduates leading NIH-funded or major foundation-supported research projects, participating as key personnel on interdisciplinary research teams, or leading research in entrepreneurial ventures. KL2 scholars have more than 500 publications. Scholar project topics have run the gamut from methodological projects for statisticians, to basic research in gene-environment interaction, to behavioral health projects in sexual health for vulnerabl e populations. Scholars come from a diverse background of training experiences, with a complement of clinical PhDs (25%), research PhDs (35%), and MDs (40%). In this renewal, we seek to recruit a more racially and ethnically diverse applicant pool, surround these scholars with mentoring teams that provide sponsorship in addition to content expertise, and train scholars to conduct cutting edge CTR. We propose the following aims: Aim 1. Recruit a promising and diverse pool of KL2 scholars to expand CTR infrastructure for the region and the nation. Aim 2. Help KL2 scholars build exceptional mentor teams who will guide, advocate for, and sponsor scholars, so that they will succeed and stay motivated to move meaningful research into practice. Aim 3. Train KL2 scholars in the competencies needed to conduct scientifically rigorous research that will accelerate the timeline for meaningful CTR contributions for the region and the nation. Aim 4. Employ continuous improvement strategies to evaluate KL2 recruitment, mentorship, and career development with the goal of accelerating the development of CTR scientists and increasing the impact of their scientific contributions. Integration of our KL2 training program with our overall CTSA goals will help ensure a close alignment between the needs and resources of Frontiers-affiliated institutions and will increase the likelihood that our scholars will be able to address the CTR needs of our region and the nation. Project Summary/Abstract Page 1301 Contact PD/Pl: Castro, Mario lnst-Career-Dev-001 (002) R F R NCES E E E 1. Insights to Inspire: Making a Commit ment to Diversity and Inclusion. Center for Leading Innovation & Collaboration. 2020; Available from: https://clic-ctsa.o rg/ news/insights-ins pire- making-commitment- diversity-inclusion. Accessed 2/20, 2021. 2. Behera A, Tan J, Erickson H. Diversity and the next-generation physician-scientist. Journal of Clinical and Translational Science, 2019;3(2-3):47-9. 3. Searching for Excellence & Diversity: A Guide for Search Committees at the University of Wisconsin- Madison. 2012; Available from: https://wiseli.wisc.edu/wp- content/upload s/sites/662/2018/11 /SearchBook_Wisc.pd f. Accessed 2/23, 2020 4. NOT-OD-20-031: Notice of NI H's Interest in Diversity. National Institutes of Health. 2019; Available from: https://grants.nih.gov/grants/guide/notice-files/NOT-OD-20-031.html 5. UCSF Clinical and Translational Science Institute. Career Development Activities Checklist. 2016; Available from: https://accelerate.ucsf.edu/. Accessed 08/18, 2016. 6. Borelli JL, Gruber J, Prinstein MJ. Supplemental Material for Best Practices in Research Mentoring in Clinical Science. Journal ofAbnormal Psychology, 2020;129(1):70-81. 7. National Acad emies of Sciences, Engineering , and Medicine, editor. Science of Effective Mentorship in ST E MM. Washing ton, DC: National Academies Press; 2019. 8. Burnham EL, Fleming M. Selection of Research Mentors for K-Funded Scholars. Clinical and Translational Science, 2011 ;4(2):87-92. 9. The National Research Mentoring Network (NRMN). NRMNet. 2020; Available from: https://nrmnet.net/about-nrmn-2/. Accessed 01/20, 2020 10. Fleming GM, Simmons JH, Xu M, et al. A Facilitated Peer Mentoring Program for Junior Faculty to Promote Professional Development and Peer Networking. Academic Medicine, 2015;90(6):819-26. 11. The National Research Mentoring Network (NRMN). NRMNet. 2020 N RMN Announced Culturally Aware Mentorship Training . Available from: https://nrmnet.net/blog/2017/04/23/nrmn-announces- culturally-aware-mentorship-cam-training-modu l e/. Accessed 3/23, 2021. 12. Fleming M, House S, Hanson VS, et al. The Mentoring Competency Assessment. Academic Medicine, 2013;88(7): 1002-8. 13. Miyaoka A, Spiegelman M, Rau K, Frechtling J. Findings From the CTSA National Evaluation Education and Training Study. Rockville, MD; 2012. 14. Core Competencies for Clinical and Translational Research. Center for Leading innovation & Collaboration. 2011; Available from: https://clic- ctsa.org/sites/default/files/CTSA_Core_Competencies_final_2011. pdf. Accessed 8/19, 2019 15. UCSF CTSI. CTSI K Scholars Program - Career Development Plan. 2016; Available from: https://epibiostat.ucsf.edu/kl2-scholars-program-0. Accessed 8/8, 2019. 16. UCSF CTSI. MOP Mentoring Contract Tenets. 2016; Available from: https://accelerate.ucsf.edu/files/MDP_Mentoring ContractTenets.pdf. Accessed 8/18, 2019. 17. University of Minnesota Clinical and Translational Science Institute. Optimizing the Practice of Mentoring: An Online Curriculum for the Professional Development of Research Mentors. 2016; Available from: http://www.ctsi.umn.edu/education-and-training/mentoring/mentor-training. Accessed 12/20, 2020. 18. Institute CaTS. Optimizing the Practice of Mentoring : An Online Curriculum for the Professional Development of Research Mentors. 2015; Available from: http://www.ctsi.umn.edu/education-and- training/mentoring/mentor-training . Accessed, 1/20, 2021. 19. Hulley S, Cummings, SR, Browner, WS, Grady, DG, Newman, TB. Designing Clinical Research. 4 ed: Wolters Kluwer; 2013. 20. Russell SW, Morrison DC. The grant application writer's workbook. Buellton, CA: Grant Writers' Seminars and Workshops, L LC; 2017. 21. Implementation Science. Center for Leading Innovation & Collaboration. 2016; Available from: https://clic-ctsa.org/taxonomy/term/1796. Accessed 12/20, 2020. 22. National Institutes of Health. Clinical Research Training. 2016; Available from: https://crt.nihtraining.com/login.php. Accessed 08/18, 2016. 23. National Institutes of Health. NIH Collaboratory Rethinking Clinical Trials. 2016; Available from: https://www.nihcollaboratory.org/Pages/Grand-Rounds-Hub.aspx. Accessed 08/18, 2016. 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