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Wisconsin ADRC research education component: Qualitative observations
Author(s) -
Spensley Sheryl,
Kohli Akshay,
Puglielli Luigi,
Shah Manish N,
Kind Amy J,
Bendlin Barbara B
Publication year - 2020
Publication title -
alzheimer's and dementia
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 6.713
H-Index - 118
eISSN - 1552-5279
pISSN - 1552-5260
DOI - 10.1002/alz.047047
Subject(s) - workforce , medical education , medicine , research program , career pathways , experiential learning , gerontology , psychology , political science , pedagogy , philosophy , epistemology , law
Background Increases in the prevalence of Alzheimer’s disease (AD) and related dementias (ADRD) in the coming years will require a workforce capable of addressing this health epidemic. The National Institute on Aging has introduced Research Education Components (RECs) to “support research educational activities to complement the training of a workforce to meet the nation's research needs in AD and related dementias.” By recruiting and training promising researchers, the goal of RECs are to increase the pool of researchers dedicated to studying ADRD, advance the mission of translating research advances into improved diagnosis and care, as well treating and preventing ADRD. Method The Wisconsin Alzheimer’s Disease Research Center (ADRC) REC was funded in 2019, and aims to SA1: Deliver a rigorous mentored training program to ensure research proficiency in AD research and preclinical biomarkers; SA2: Infuse research concepts related to AD into University of Wisconsin predoctoral, postdoctoral fellowship, and junior faculty training programs and provide training opportunities; and SA3: Measure the effectiveness of the Wisconsin ADRC REC training program using mixed methods approaches. Result Three REC scholars were selected. All are Assistant Professor level faculty supported by career awards. The REC provides funding to carry out a mentored, 2‐year, research project. The REC Scholars gain competency in research skills through a blend of self‐directed modules, seminars, and experiential activities. To reach a broader base of trainees, a database was created to track training needs, career goals/promotions, trainee demographics, and to communicate specific training and funding opportunities. Since the REC started its promotional activities and tracking, didactic series attendance has increased by 415%. Finally, the REC has collaborated with UW Madison PEOPLE (Precollege Enrichment Opportunity Program for Learning Excellence) to create the REC Junior Fellowship. The fellows, diverse high school students, will intern at Wisconsin ADRC research labs and learn more about career paths in AD research. Conclusion Qualitatively, the first year of REC funding appears to be positively impacting training. Formal evaluation of the REC will occur via the “Learning through Evaluation, Adaptation, and Dissemination” (LEAD) Center. Outcomes will include improved research competency and retention in AD‐related research fields.