DOCSLIB.ORG

Certificate Program in Translational Research

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Certificate Program in Translational Research Certifcate Program in Translational Research Tis innovative and rigorous program gives PhD students, postdocs, and junior faculty members at the Atlanta Clinical & Translational Science Institute (ACTSI)-partner institutions the expertise and experience to translate fundamental biomedical scientifc discoveries into treatments that will beneft human health. NIH-FUNDED CLINICAL AND TRANSLATIONAL SCIENCE AWARD ATLANTA CLINICAL & TRANSLATIONAL SCIENCE INSTITUTE (ACTSI) 1 Certificate Program in Translational Research Te Certifcate Program in Translational Research (CPTR) is a multidisciplinary, innovative program which provides predoctoral or postdoctoral trainees with the expertise and experience to translate fundamental biomedical scientifc discoveries into treatments that will beneft human health. Te certifcation program requires 16 credits (14 core and 2 elective credits) of didactic training in the Laney Graduate School of Emory University. Te courses are taught by faculty at Emory University, Morehouse School of Medicine, and Georgia Institute of Technology (Georgia Tech). Trainees may take the course work over a single year or spread the work over two years for limited impact on the time required from their laboratory or clinical duties. Tere are no citizenship requirements. 2 Course Descriptions CPTR 501 – Translation to Clinical Medicine (2 credits) Tis is a key component of the CPTR program. Te goal is to pro- vide the students with a new set of experiences relevant to both their understanding of disease and their research interest(s) and to illumi- nate the potential impact of high- quality clinical and translational research (CTR) in clinical outcomes of individuals with disease. Tis course provides students with both teams). Te clinical internship can didactic and experiential learning. occur either in the inpatient and/or Tis includes: the outpatient setting. Students also have opportunities to observe diag- 1.) Introduction into Clinical nostic or therapeutic procedures (e.g. Medicine – Initial training and practi- imaging, surgery, physical examina- cal experience in common pathophysi- tions) in tertiary and community- ologic diseases including exposure to based research sites; understand- patients and study subjects with disor- ing and observing state-of-the art, ders involving the cardiac, pulmonary, hospital-based, analytical technolo- neurologic, endocrine system, gastro- gies; shadowing additional multidis- intestinal tract, and to infammatory ciplinary inpatient and/or outpatient or infectious disease conditions; teams caring for patients with 2.) Individualized Clinical Medicine disorders or diseases of interest; and Rotation – Te course instructor mentored examination of histologic meets with each student prior to the sections of human tissues with clinical course to discuss the student’s future investigations faculty of the Emory research career plans and designs a Clinical Pathology and Laboratory rotation based on the individual needs Medicine Department. of the student. Students are linked with a clinician working in their area MSCR 761 – Introduction to Clinical (e.g. who may also serve on their and Translational Research (CTR) mentoring team) and round with a (2 credits) is an introduction to CTR clinical service at Emory teaching and analytic medicine for clinical/ facilities (e.g., a student interested in translational investigators. Resources Neuroscience research will round in needed for designing and imple- the Neurology inpatient and consult menting CTR are discussed as well as 3 translational blocks and methods to subjects; development of data and overcome these blocks. Te course safety monitoring plans and data also covers protocol design, hypoth- and safety monitoring board (DSMB) esis development, and gathering of charters, conficts of interest; IRBs, evidence, modeling, and statistical HIPAA, ethics of genetic testing and inference including Bayesian infer- gene therapy, and ethical issues in ence. Other topics include design research in the developing world. All of clinical trials and observational students are also required to complete studies, human subjects issues, special the Emory IRB Human Subjects train- populations, adverse efects, and ing program (online course from the pharmacokinetics. Collaborative Institutional Training Initiative [CITI]). CPTR 500 – Fundamentals of Epidemiology (2 credits) MSCR 594 – Scientifc and Grant Tis course introduces the principles Writing (2 credits) and methods of epidemiology; it Tis course developed for the MSCR also includes concepts and methods program is focused on developing used for population-based research. writing skills for peer-reviewed Epidemiologic study designs and data publications and competitive grants. collection methods are described as Efective scientifc communication well as approaches to data analyses. and writing skills are reviewed and Te concepts of bias and confounding discussed as are key aspects of the are explored with examples from the NIH (and other organizations’) grant clinical epidemiology literature. review process. Each student prepares a grant proposal for extramural MSCR 593 – Ethical, Legal, and funding which is critiqued by the Social Issues of Responsible Clinical course directors and their mentors. and Translational Research (1 credit) Te fnal product is a grant (e.g., examines concepts inherent to the predoctoral NIH National Research ethical and responsible conduct of Service Award [NRSA]) tailored to CTR and covers a number of im- the individual student’s dissertation portant human subjects research research and which may be submitted training issues. A case-based ap- for funding. Students also meet proach is emphasized. Topics include: individually with the course directors overview of ethics and the history including Janet Gross, PhD who of the protection of human subjects; provides individualized feedback on informed consent and vulnerable the grant preparation in collaboration 4 with the student’s mentoring team. conducting community-based partici- CPTR 502 – Biostatistics for Transla- patory research across the continuum tional Research (2 credits) of research including planning, imple- Tis course introduces statistical mentation, evaluation, dissemination, concepts and analytical methods with and translation; and ethical issues special attention to data encoun- and current community-based par- tered in the biomedical sciences and ticipatory research projects at Emory, biotechnology as well as translational Morehouse School of Medicine, and research. It emphasizes the basic con- the Atlanta-area. cepts of study design including clinical trials, quantitative analysis of data, MSCR 592 – Clinical Research probability, and statistical inferences. Colloquium (1 credit) Tis seminar-style course covers a MSCR 591 – Community-based wide-array of practical issues in CTR Participatory Research and Health including: research administration Disparities (1 credit) and grants management; federal fund- Tis course, developed by the More- ing process; IRB and HIPAA; confict of house School of Medicine and Emory interests; legal aspects of translational MSCR programs, introduces and research; drug discovery; industry emphasizes the concepts of “T2” interactions (drug discovery and de- research. It also incorporates social vice development); multidisciplinary science and behavior theory con- research and team science; mentor cepts in understanding of health and mentee training; and translational disparities and research in this area; research informatics, health services, principles and historical roots of ef- and implementation science research. fective community engagement and partnership in CTR; community and MSCR 595 – Health Services academic perspectives in developing Research (1 credit) and sustaining collaborative, multidis- Tis course provides students with an ciplinary research; practical issues in understanding of the nature, meth- 5 ods, scope, magnitude, and impact CRN sites in Atlanta (e.g., Emory, of Health Services Research (HSR). Grady, Children’s Healthcare of Students gain a better appreciation for Atlanta, Hope Vaccine Clinic, the importance and relevance of HSR HIV Clinic, etc.). in improving healthcare delivery as well as key tools employed in HSR Eligibility and areas of funding (e.g. Patient PhD Students: PhD graduate Centered Outcomes Research Insti- students in the biomedical sciences tute [PCORI], Agency for Healthcare and/or biomedical engineering at Research and Quality [AHRQ]). Emory University, Georgia Institute of Technology, or Morehouse Other Program Requirements School of Medicine with a desire Include: to become qualifed clinical and/or • Journal Club – meets monthly in translational investigators and obtain collaboration with MSCR program and the knowledge and skills necessary to allows interaction with physician-sci- translate laboratory discoveries into entists, PhD level scientists interested new medical treatments are eligible in careers in clinical investigation to apply. • IRB Rotation – attend and observe PhD students will generally apply in one committee meeting. Students their second year of graduate school may attend one IRB meeting at either and will begin CPTR training at the Emory, Georgia Tech, or Morehouse onset of their third year of graduate School of Medicine school afer completing comprehensive • Didactic and Individualized ACTSI examinations. Completing the CPTR Clinical Research Network (CRN) program early in their training would Rotation – Students learn
Load more

Recommended publications
  • Clinical and Translational Science (CTS) Scholars Program (KL2)
    Clinical and Translational Science Scholars Program 2020-2021 1 Institute for Clinical Research Education Clinical and Translational Science Scholars Program Table of Contents Welcome to the Clinical and Translational Science Scholars Program ……………..p# Contact Information Faculty & Staff 4 Multidisciplinary Advisory Committee (MAC) 6 Program Expectations and Overview Expectations for the Scholars 7 Program Requirements 8 Mock Review Sessions 11 Regulatory Requirements Publication Acknowledgment, Other Support and the NIH Biosketch 12 NIH Inclusion Monitoring 14 NIH Prior Approval and Notification – Policies & Procedures 15 Guidelines for KL2 Career Development Funds 17 CITI Modules 22 Association for Clinical and Translational Science (ACTS) Save the Date 24 Program Evaluation Evaluation/Tracking 25 Appendix A: Authorship Agreement form Appendix B: Clinical and Translational Science Fellowship Mentoring Expectations and Contract Appendix C: CTS Scholars Program Purchasing Form 2 Clinical and Translational Science Scholars Program Welcome Welcome to the Institute for Clinical Research Education (ICRE) at the University of Pittsburgh, and to your Clinical and Translational Science (CTS) Scholars Program (KL2). This program, offered by the ICRE and the Clinical and Translational Science Institute (CTSI), provides individualized, competency-based training in rigorous research methodologies for the design and conduct of high-quality translational research. The CTS Scholars Program provides courses, seminars, workshops, and experiential training to build essential translational research skills in team science, leadership, stakeholder engagement, communication, and moving innovations to commercialization. This handbook points you to important information that will help you throughout your time at the ICRE. However, it is likely you will have questions that are not answered here. Do not hesitate to contact any of us to let us know how we can be of help.
    [Show full text]
  • Challenges of T3 and T4 Translational Research | Vukotich, Jr. | Journal Of
    Home About Announcements Current Issue Past Issues Contributors Forum Home > Volume 12, Issue 2, 2016 > Vukotich, Jr. Journal Help Journal of Research Practice Volume 12, Issue 2, Article P2, 2016 CURRENT ISSUE Provocative Idea: Subscribe Challenges of T3 and T4 Translational Research USER Charles J. Vukotich, Jr. School of Medicine, University of Pittsburgh Username Pittsburgh, PA, UNITED STATES Password [email protected] Remember me Abstract JOURNAL CONTENT Search Translational research is a new and important way of thinking about research. It is a major priority of the National Institutes of Health (NIH) in Search Scope the United States. NIH has created the Clinical and Translational Science All Awards to promote this priority. NIH has defined T1 and T2 phases of translational research in the medical field, in order to bring the benefits of Browse scientific results into communities. Current discussions focus on clarifying By Issue the subsequent phases of translational research necessary to achieve the By Author intended social impact of research. This article suggests that T3 translational By Title research could aim at getting research out of the highly controlled environment of the academic health center and into the real world. Likewise, ARTICLE TOOLS it suggests T4 translational research could aim at policy development Abstract through policy analysis and evaluation, cost-benefit analysis, and Print this article surveillance studies. Translational research has challenges beyond definitions. Translational research is incomplete at any level unless Indexing metadata appropriate steps are taken to communicate the results to relevant Email this article (Login stakeholders. It appears that communication is currently suboptimal at all required) levels of translation.
    [Show full text]
  • Career Education and Enhancement for Health Care Research Diversity (CEED) Program Handbook
    Career Education and Enhancement for Health Care Research Diversity (CEED) Program Handbook University of Pittsburgh School of Medicine Institute for Clinical Research Education July 2019 Contents I. Objective ............................................................................................................................................................................ 2 II. Course Components ...................................................................................................................................................... 2 III. Eligibility: ..................................................................................................................................................................... 2 IV. Funding: ........................................................................................................................................................................ 4 V. Academic Policy and Procedures ............................................................................................................................ 5 A. Statute of Limitations .............................................................................................................................................. 5 B. Cross Registration ..................................................................................................................................................... 5 C. Waiver of Requirements .......................................................................................................................................
    [Show full text]
  • Instructions and Template for Creating a Position Description
    POSITION DESCRIPTION Position Title: Research Operations Manager Organisation Unit: Faculty of Medicine, UQ Diamantina Institute Position Number: 3042523 Type of Employment: Fixed Term, Full Time Classification: HEW 7 THE UNIVERSITY OF QUEENSLAND The University of Queensland (UQ) contributes positively to society by engaging in the creation, preservation, transfer and application of knowledge. UQ helps shape the future by bringing together and developing leaders in their fields to inspire the next generation and to advance ideas that benefit the world. UQ strives for the personal and professional success of its students, staff and alumni. For more than a century, we have educated and worked with outstanding people to deliver knowledge leadership for a better world. UQ ranks in the world’s top universities, as measured by several key independent ranking, including the Performance Ranking of Scientific Papers for World Universities (43), the US News Best Global Universities Rankings (52), QS World University Rankings (47), Academic Ranking of World Universities (55), and the Times Higher Education World University Rankings (60). UQ again topped the nation in the prestigious Nature Index and our Life Sciences subject field ranking in the Academic Ranking of World Universities was the highest in Australia at 20. UQ has an outstanding reputation for the quality of its teachers, its educational programs and employment outcomes for its students. Our students remain at the heart of what we do. The UQ experience – the UQ Advantage – is distinguished by a research enriched curriculum, international collaborations, industry engagement and opportunities that nurture and develop future leaders. UQ has a strong focus on teaching excellence, winning more national teaching excellence awards than any other in the country and attracting the majority of Queensland's highest academic achievers, as well as top interstate and overseas students.
    [Show full text]
  • A New Framework for Assessing the Health and Societal Benefits of Clinical and Translational Sciences
    Citation: Clin Transl Sci (2018) 11, 77–84; doi:10.1111/cts.12495 C 2017 ASCPT. All rights reserved ARTICLE The Translational Science Benefits Model: A New Framework for Assessing the Health and Societal Benefits of Clinical and Translational Sciences Douglas A. Luke1,∗, Cathy C. Sarli2, Amy M. Suiter2, Bobbi J. Carothers1, Todd B. Combs1, Jae L. Allen3, Courtney E. Beers3 and Bradley A. Evanoff4 We report the development of the Translational Science Benefits Model (TSBM), a framework designed to support institutional assessment of clinical and translational research outcomes to measure clinical and community health impacts beyond biblio- metric measures. The TSBM includes 30 specific and potentially measurable indicators that reflect benefits that accrue from clinical and translational science research such as products, system characteristics, or activities. Development of the TSBM was based on literature review, a modified Delphi method, and in-house expert panel feedback. Three case studies illustrate the feasibility and face validity of the TSBM for identification of clinical and community health impacts that result from trans- lational science activities. Future plans for the TSBM include further pilot testing and a resource library that will be freely available for evaluators, translational scientists, and academic institutions who wish to implement the TSBM framework in their own evaluation efforts. Clin Transl Sci (2018) 11, 77–84; doi:10.1111/cts.12495; published online on 8 September 2017. Study Highlights WHAT IS THE CURRENT KNOWLEDGE ON THE TOPIC? WHAT THIS STUDY ADDS TO OUR KNOWLEDGE ✔ Most current knowledge on the topic of the value of clin- ✔ This study presents a framework that can be used to ical and translational research focuses on productivity mea- assess or evaluate these processes and outcomes.
    [Show full text]
  • TRANSLATIONAL RESEARCH: ETHICAL CONSIDERATIONS Yiqing Dong University of Puget Sound, [email protected]
    Honors Program Honors Program Theses University of Puget Sound Year 2018 TRANSLATIONAL RESEARCH: ETHICAL CONSIDERATIONS Yiqing Dong University of Puget Sound, [email protected] This paper is posted at Sound Ideas. https://soundideas.pugetsound.edu/honors program theses/28 Running head: TRANSLATIONAL RESEARCH Translational Research: Ethical Considerations Honors Thesis Yiqing Dong University of Puget Sound TRANSLATIONAL RESEARCH 2 Abstract Translational research (TR) is a new categorization for the efforts of biomedical research and emphasizes efficiency in achieving population health improvements through the application of basic science knowledge in clinical practice. It will be argued that the current emphasis on speed and collaboration with industry established by national policies provides challenges to maintaining the integrity of scientific research. There is no agreed upon definition of TR and the current standard of judging the success of TR focuses on product production. I propose that the principles of beneficence and responsive justice should be used to inform the values of TR and to produce an agreed upon definition for TR. I will also suggest possible actions and changes to help incorporate the principles of beneficence and responsive justice into the translational framework that include greater reflection throughout the translational process about its priorities, increased role of implementation research, and the communication of negative results in addition to positive results. Introduction No agreed upon definition of translational research (TR) exists currently. However, TR encompasses activities from basic laboratory science to the application of knowledge gained from the lab in clinical settings to improve population health. The term first appeared in the 1990s in relation to the discovery of cancer related genes.
    [Show full text]
  • Evaluation Guidelines for the Clinical and Translational Science Awards (Ctsas)
    Special Reports Evaluation Guidelines for the Clinical and Translational Science Awards (CTSAs) William M. Trochim , Ph.D. 1 , Doris M. Rubio , Ph.D. 2 , Veronica G. Thomas , Ph.D. 3 , and the Evaluation Key Function Committee of the CTSA Consortium Abstract The National Center for Advancing Translational Sciences (NCATS), a part of the National Institutes of Health, currently funds the Clini- cal and Translational Science Awards (CTSAs), a national consortium of 61 medical research institutions in 30 states and the District of Columbia. The program seeks to transform the way biomedical research is conducted, speed the translation of laboratory discoveries into treatments for patients, engage communities in clinical research efforts, and train a new generation of clinical and translational researchers. An endeavor as ambitious and complex as the CTSA program requires high-quality evaluations in order to show that the program is well implemented, effi ciently managed, and demonstrably effective. In this paper, the Evaluation Key Function Committee of the CTSA Consortium presents an overall framework for evaluating the CTSA program and offers policies to guide the evaluation work. The guidelines set forth are designed to serve as a tool for education within the CTSA community by illuminating key issues and practices that should be considered during evaluation planning, implementation, and utilization. Additionally, these guidelines can provide a basis for ongoing discussions about how the principles articulated in this paper can most effectively be translated into operational reality. Clin Trans Sci 2013; Volume 6: 303–309 Keywords: evaluation , translational research , CTSA Introduction Translational research is a critically important endeavor in appropriate evaluative data and assessment systems, it would contemporary biomedical research and practice.
    [Show full text]
  • Kristen B. Rosati
    Kristen B. Rosati Partner Coppersmith Brockelman PLC [email protected] Direct: (602) 381-5464 Cell (602) 391-4997 2800 North Central Ave., Suite 1200 Phoenix, Arizona 85004 Kristen has deep experience in all things “Big Data,” including HIPAA compliance and data breaches, health information exchange, data sharing for research and clinical integration initiatives, clinical research compliance, clinical trials contracting, and biobanking and genomic privacy. Kristen Rosati is a Past President of the American Health Lawyers Association (AHLA), the nation's largest educational organization devoted to legal issues in the healthcare field with almost 15,000 members. She currently serves on the planning committees for the AHLA’s Academic Medical Centers and Teaching Hospitals Institute and its Precision Medicine Institute. Kristen has been listed in Best Lawyers in America for health care since 2007 and was Best Lawyers’ 2017 and 2014 Phoenix Health Care Law “Lawyer of the Year.” She was chosen as one of Outstanding Business Women in Arizona in 2017 and one of the 50 Most Influential Women in Arizona Business in 2013. She received the Health Care Leadership Award for Legal Advocate of the Year in 2014, and was recognized in Arizona Business Leaders 2015- 2017 and Arizona’s Top 100 Lawyers in 2014- 2017 by Arizona Business Magazine. She has been recognized in Super Lawyers and Chambers for health care. Kristen is an advisor to the FDA Sentinel Initiative, an effort to create a national electronic distributed network to monitor medical product safety. Kristen leads the legal work for Arizona Health-e Connection, Arizona’s health information exchange, and was a member of the National Governor’s Association State Alliance for e-Health, Health Information Protection Task Force.
    [Show full text]
  • Pennsylvania and the Value of NIH Funding
    National Institutes of Health BY THE NUMBERS: is the nation’s primary medical research agency, supporting research efforts in all 50 states and the District of Columbia. PENNSYLVANIA IN FY 2012* $1.460 Billion: NIH funds awarded “This [NIH] funding will allow us to expand novel (From FY 2003-12, NIH funding in research concepts that we have been developing Pennsylvania totaled $14 billion) to develop a broadly effective seasonal influenza 99: NIH-funded institutions vaccine to protect our population.” 3,369: NIH grants awarded David Weiner, PhD, University of 15**: Cong. districts with NIH grants Pennsylvania School of Medicine * http://report.nih.gov/award/ IMPROVING PENNSYLVANIA’S HEALTH THROUGH NIH FUNDING The University of Pennsylvania received $457 million in NIH grants in FY 2012. Basic science research at the university helped develop the breast cancer drug Herceptin, extending the lives of patients with advanced breast cancer and lowering cancer recurrence rates. NIH also supports research at the University of Pittsburgh, which was awarded $430 million in FY 2012. University investigators developed a biodegradable artery graft that, 90 days after being inserted into rats, is completely replaced by a naturally regenerated artery. Children’s Hospital of Philadelphia ranked second in the U.S. News and World Report Best Children's Hospitals Honor Roll 2012-13 and received $126 million in NIH funding in FY 2012. Researchers discovered 25 new genetic copy number variants associated with autism. Pennsylvania State University and the university’s Hershey Medical Center received NIH grants totaling $111 million in FY 2012. Hershey scientists identified a human protein that the malaria parasite uses to infect cells, which could lead to a vaccine or new therapies.
    [Show full text]
  • Translational Research Institute
    CASE STUDY Translational Research Institute This collaboration among four institutions brought Australian scientists together to turn leading- edge research into medical innovations and spur economic growth. Executive Summary Organization Translational Research Institute Location Brisbane, Queensland, Australia Construction Type Australia New construction Opening Date 2012 Project Area 32,000 square meters (344,445 square feet) Total Budget A$354 million The Atlantic Philanthropies Investment A$50 million ($32.2 million) The Translational Research Institute (TRI) in Brisbane, Australia To integrate the interests of all partners, a project control group with brings together more than 650 staff members from four institutions representatives from each institution consolidated user inputs and to focus on biomedical research with direct clinical application. The developed a design reflecting a shared vision. The group ultimately idea for TRI originated from the development of the first cancer- selected an approach that emphasized seamless connections within the preventing vaccine at the University of Queensland—a discovery building. Despite a complicated construction process, TRI became with the potential to save millions of lives and generate billions of fully operational in 2012, on time and under budget. dollars for Australia. However, a lack of infrastructure and industry Today, TRI is known as the first “bench-to-bedside” facility in partnerships stalled commercialization of the vaccine for over a Australia and has elevated the nation’s appreciation for the value of decade. This delay brought national attention to the need to translate translational research. The distinctive appearance of the TRI building research findings into meaningful health outcomes at a time when the has attracted top biomedical researchers to Brisbane.
    [Show full text]
  • Download Download
    © Journal of Interdisciplinary Studies in Education ISSN: 2166-2681 Volume 2, Issue 2, 2014 ittc-web.astate.edu/ojs Conceptualizing the NET: The Neuroeducation Translational (NET) Research Model – A Framework for Neuroscience Research to Special Education Practice Sagarika Kosaraju, Mary Ann Gorman, Katherine Berry George Washington University ABSTRACT Advances in neuroscience related to developmental disorders could substantially impact individuals with disabilities and the field of special education. However, several challenges impede the current translation of neuroscience research for special education practice, such as misinterpretations of neuroscience findings. An investigation of translational research in medicine and social sciences revealed a common conceptual framework founded by the National Institutes of Health (NIH). Using this model as a guide, the authors introduce a new framework, the Neuroeducation Translational (NET) Research Model, to scaffold neuroscience research from the laboratory to special education practice in four phases. Potential benefits to developing a framework for neuroeducation include improved outcomes for individuals with disabilities and knowledge sharing across disciplines. Keywords: neuroeducation, neuroscience research, special education, transdisciplinary, translational research al., 2011). Findings suggest that emotions Researchers in neuroscience are now may affect all aspects of learning, including exploring how cognition, motivation, behavior memory, attention, decision-making, and and other brain processes are connected to social functioning (Bechara, 2005; Damasio, learning (Basset et al., 2011; Howard-Jones, 2005; Gazzaniga, Ivry, & Mangum, 2009; 2010). Advances in brain imaging have Goswami, 2008; Immordino-Yang, 2008; confirmed that the brain is plastic into Immordino-Yang & Damasio, 2007). adulthood, and neural pathways can change Research in neuroscience may have based on environmental experiences (Chiao & profound implications for individuals with Immordino-Yang, 2013; Giedd, 2009; Gogtay disabilities.
    [Show full text]
  • Example Projects from 2019
    EXAMPLE PROJECTS ONLY This is a sample of some of the projects that were offered in 2019 This list is provided to give you an idea of the types of projects that can be conducted during the Foundations of Medical Research (MEDI7281) selective course in Semester 2, Year 2 of the MD. These specific projects may not be available in 2020. An updated list of projects offered in 2020 will be provided in April! If you would like to suggest a supervisor, please contact Dr Megan Steele: [email protected] Project ID: 2095057 Title of project: Investigating prognostic biomarkers in breast cancer Supervisor/s: Dr Peter Simpson Organisational unit / Institute / Centre: UQ Centre for Clinical Research Location: UQ Centre for Clinical Research, Building 71/918, Royal Brisbane and Women’s Hospital, Herston Qld 4029, Field of research: breast cancer, pathology Type of research: Laboratory research Keywords: breast cancer Project overview: This project will investigate the promise of several protein biomarkers in predicting the prognosis of breast cancer patients diagnosed with invasive lobular carcinoma. The proposed biomarkers were identified through a bioinformatic process using publicly available molecular data (gene expression and DNA copy number) and hence need to be validated in an independent cohort of cases. Validation will be done in tissue samples using immunohistochemistry. The students will gain experience in optimising experimental condition; in using microscopy and digital microscopy to visualise and score staining patterns; and in statistical analysis for data analysis to correlate expression of the biomarker(s) with clinical and pathological features (eg breast cancer specific survival).
    [Show full text]