All Courses
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Test the search interface (draft). There are currently 104 entries in the database.
| Program Title | Program Director / Institution | Description | Date Submitted |
|---|---|---|---|
| Genetics for Epidemiologists: Application of Human Genomics to Population Sciences | Thomas Pearson, MD, PhD University of Rochester School of Medicine and Dentistry |
Goal: To familiarize epidemiologists and population-based investigators with recent developments in the theory and methods of human genetics and genomics. | 12/23/2008 |
| The Art of Scientific Presentations | Michael D. Lairmore The Ohio State University |
This short course is designed to improve the knowledge and skills in the presenting scientific data | 01/06/2009 |
| So you want to be a veterinarian? (inactive) | Michael D. Lairmore The Ohio State University |
Web-based module for K-12 to expose interested students to careers in veterinary medicine and research careers | 01/06/2009 |
| MTR 607 Pharmacometrics | Emma Meagher, MD University of Pennsylvania |
MTR 607 Pharmacometrics This course introduces the discipline of pharmacometrics, highlighting related disciplines such as Clinical Pharmacology and Biostatistics and demonstrating the application of pharmacometric principles applied to drug development and translational research. Relevant statistical methodology is introduced along with targeted lectures in pharmacokinetics, pharmacodynamics and population-based methods. | 01/12/2009 |
| Social Network Analysis | Stephen Lurie University of Rochester School of Medicine and Dentistry |
Participants will learn the fundamental concepts of social network analysis. They will also learn to perform social network analysis using Pajek, a freely available shareware program. | 01/12/2009 |
| Clinical Trial Methods Course in Neurology | Dr. Bernard Ravina University of Rochester School of Medicine and Dentistry |
The course is an intensive, interactive clinical trials training program for fellows and faculty in the clinical neurosciences. The program will introduce investigators to the essentials of effective clinical trial design and implementation. | 01/13/2009 |
| IMED 680 Topics in Human Investigation | Joe Craft Yale University |
This course will teach students about the process through which novel therapeutics are designed, clinically tested, and approved for human use. It will be divided into two main components, with the first devoted to moving a chemical agent from the bench to the clinic, and the second to outlining the objectives and methods of conducting clinical trials. The latter section will also include a discussion of the FDA approval process. | 02/16/2009 |
| IMED 655 Writing Your First Grant | Gene Shapiro Yale University |
Course on navigating NIH, how to write K- and R- type grants with participants writing abstracts, specific aims, etc reviewed by entire class. Second half of semester class is run like an NIH study section with students submitting full grants for review and reviewers including students as primary and secondary reviewers, senior faculty as third reviewers | 02/19/2009 |
| Short Course in Clinical Research | Mike Fleming University of Wisconsin - Madison |
The Short Course in Clinical Research is intended to introduce students and medical professionals to the importance and role of clinical and translational research in health care. This course provides training in ethics, biostatistics, study design, teaching and presentation skills, leadership and scientific writing, and exposes participants to current topics and issues related to clinical research. | 03/03/2009 |
| Measurement in Clinical Research | Galen Switzer, PhD University of Pittsburgh |
The course focuses on properties of good measurement that are integral to the research process. Specific objectives are to analyze methods for testing psychometric properties (reliability and validity) of psychological instruments and physiological instruments; to evaluate the adequacy of selected scaling methodologies used in research; to apply knowledge of instrumentation to the description of a psychosocial instrument and a physiological instrument for a research proposal; and to synthesize course content with statistical criteria for scale evaluation and make decisions regarding scale revision. The domain sampling model is presented as the major theory of measurement error, with the parallel test model presented as a special case of the domain sampling model. The construct, criterion, and content validity of psychosocial instruments are explored, and methods for evaluating each of these relative to specific instruments are presented. A variety of scaling methodologies, as well as the principles involved in the design and formatting of questionnaires, will be discussed. | 03/30/2009 |
| Analysis of Variance (ANOVA) and Regression | Charity Moore, PhD, MSPH University of Pittsburgh |
The course is designed for medical researchers who are not biostatistics majors. Topics covered include multiple linear regression, regression diagnostics, ANOVA, analysis of covariance, confounding, mediation, moderation, and model selection. At the completion of the course, trainees should be able to understand the appropriate uses of ANOVA and linear regression, to assess their appropriateness and adequacy, to analyze simple datasets taken from the fields of medicine and public health, and to summarize results from regression models via written communication. | 04/06/2009 |
| Logistic Regression | Charity Moore, PhD, MSPH University of Pittsburgh |
This introductory course in logistic regression modeling is intended for physicians in fellowship training programs and other researchers with a limited background in statistics. The course focuses on regression methods for binary data and on the basics of maximum likelihood inference. At the completion of the course, trainees should be able to understand how logistic regression can be used to address a variety of epidemiologic and clinical questions; to interpret models and assess their appropriateness and adequacy; to develop analytic skills through the analysis of datasets taken from the fields of medicine and public health; and to develop oral and written communication skills through the description of analytic strategies and the summarization and interpretation of results. | 04/06/2009 |
| Survival Analysis | Joyce Chang, PhD University of Pittsburgh |
This is an introductory course in regression modeling of time-to-event data. It is intended for physicians in fellowship training programs and other researchers with a limited background in statistics. The course focuses on descriptive methods for survival data, survival analysis, and issues pertaining to time-dependent covariates. At the completion of the course, trainees should be able to recognize when it is necessary to account for time in the analysis of yes/no outcomes and appropriately summarize time-to-event data; be able to interpret the survival analysis model and assess the appropriateness and adequacy of the model; be familiar with issues in the design, analysis, and interpretation of studies involving time-dependent covariates; be able to apply analytic skills to the analysis of datasets taken from the fields of medicine and public health; and be able to develop oral and written communication skills through the description of analytic strategies and the summarization and interpretation of results. | 04/06/2009 |
| Research Design and Development Seminar | Kevin Kraemer, MD University of Pittsburgh |
The purpose of the integrated methods seminar series is to build on the skills learned in the intensive summer session and provide a hands-on research experience. Trainees will learn the phases of the research process from conception to design and, ultimately, to implementation of the research. Through a combination of group seminars and independent work, trainees will use a research topic of their choice to develop their own research proposal in the form of an NIH grant application. The application will include sections on specific aims, background and significance, previous work, and methods. In addition, trainees will review and critique the work of their peers. | 04/06/2009 |
| Outcomes and Effectiveness Research Methods | Wishwa Kapoor, MD, MPH University of Pittsburgh |
CLRES 2100 provides a survey of effectiveness research. The curriculum will deal with conceptualization, design, sampling, modeling, data collection, and analysis used in outcomes and effectiveness studies. The emphasis of the course will be on research methodology and study design. The course will be interactive and will extensively use studies published in the literature as a teaching tool. At the completion of the course, trainees should understand how to design an effectiveness study; have an understanding of how to control for severity and comorbidity in studies of effectiveness; know the wide range of outcomes used in this research; and learn important examples of effectiveness studies. | 04/06/2009 |
| Cost-Effectiveness Analysis in Health Care | Mark Roberts, MD, MPP University of Pittsburgh |
CLRES 2120 provides an introduction to the methods used in the economic analysis of health care programs. The course will discuss economic principles that serve as the foundation of cost-effectiveness analysis, will describe the various ratios and methodologies used in cost-effectiveness studies, will highlight the current controversies in cost-benefit analysis, and will explore issues regarding the appropriate use of cost-effectiveness in making medical decisions concerning patients and populations. Additional topics include concepts of perspective, utility analysis, discounting, and the definition of various costs and benefits. | 04/06/2009 |
| Clinical Decision Analysis | Mark Roberts, MD, MPP University of Pittsburgh |
This course presents an overview of the theory of medical decision making. Topics include the incorporation of uncertainty and risk into medical decision making; the use of decision-making techniques in both population and individual patient settings; the design, structure, and evaluation of decision trees generated by software packages; sensitivity analysis and the stability of model outputs; and controversies concerning the perspective of the analysis and the discounting of costs and benefits. The course will help trainees become skilled in structuring and analyzing decision-making problems. | 04/08/2009 |
| Advanced Methods in Decision and Cost-Effectiveness Analysis | Kenneth Smith, MD, MS University of Pittsburgh |
CLRES 2122 expands on topics introduced in CLRES 2120 (Cost-Effectiveness Analysis in Health Care) and CLRES 2121 (Clinical Decision Analysis) and provides additional guidelines for using decision sciences in larger, more complex applications. Topics include modeling clinical processes and systems; discrete event simulation; advanced sensitivity analysis and confidence limits; controversies surrounding the use of cost-effectiveness analysis; and multiattribute utility theory. | 04/08/2009 |
| Health Services Research Using Secondary Data: Didactic Course | Amber Barnato, MD, MPH, MS University of Pittsburgh |
Health services researchers and epidemiologists rely on many publicly and privately available secondary databases, ranging from databases that are collected primarily for research and surveillance (e.g., the National Health Interview Survey) to databases that are collected for administrative or billing purposes but that have research utility (e.g., Medicare claims). CLRES 2130 provides an introduction to many of the large databases that are frequently used by health services researchers. | 04/08/2009 |
| Making the Most of Mentoring | Melissa McNeil, MD, MPH University of Pittsburgh |
We strongly believe that effective mentoring is the cornerstone of a successful academic career?whether it be in education, research, or clinical work. Good mentors are able to guide mentees as they attempt to navigate through the course of their careers. This course is designed to provide a basis for understanding the mentor-mentee relationship and to provide strategies for making the most out of the experience. Topics will include communication and negotiation, the use of mentoring contracts, providing and accepting feedback, evaluating the mentoring relationship, and solving problems and meeting challenges. Fellows, postdocs, other Institute for Clinical Research Education (ICRE) trainees, and junior faculty will discover useful ways to enhance the mentoring relationship and make it a rewarding experience both for the mentees and the mentors. | 04/08/2009 |
| Best Practices in Clinical Research | Doris Rubio, PhD University of Pittsburgh |
CLRES 2140 covers the basic operations of conducting a health services research project, from developing realistic timelines and schedules to building tracking databases, training interviewers and data collectors, monitoring data collection and budgets, reporting, and closing out a study. | 04/08/2009 |
| Introduction to Systematic Reviews and Meta-Analyses | James Bost, MS, PhD University of Pittsburgh |
The course is an overview of the concepts necessary for performing systematic reviews and meta-analyses, covered in sufficient detail to enable students to conduct their own systematic reviews and meta-analyses after completion of the course. Students will learn about the individual steps involved in conducting systematic reviews and meta-analyses, including developing a focused research question, assembling a team to perform the study, designing a study protocol, defining inclusion and exclusion criteria, identifying relevant literature databases (including Cochrane databases and Medline), developing literature search strategies, performing the literature search, creating a data abstraction form, handling data abstraction and management, and using statistical methods for meta-analysis. We will discuss important topics such as criteria for meta-analysis, exploration of heterogeneity, choice of a meta-analytic method, study quality assessment, sensitivity and subgroup analysis, evaluation of potential sources of bias, presentation of results, and application of review results. Each class will have both a didactic component and a hands-on component that allows students to immediately apply the concepts introduced during the session. Students will use concepts learned in this course to evaluate and update a published systematic review and meta-analysis. | 04/08/2009 |
| Introduction to Patient-Oriented Research in Aging | Stephanie Studenski, MD, MPH University of Pittsburgh |
CLRES 2500 provides an overview of conceptual and pragmatic issues in the design and implementation of patient-oriented research involving older adults. A brief summary of the current status of older adult health, disease, living situations, and health care in the United States will be followed by a systematic study of the effects of aging and chronic disease on research issues related to sampling, recruitment, consent, measurement, censoring, intervention, analysis, and research in special settings. Students are expected to demonstrate integration of information provided over the course of the semester by creating an original grant proposal for a research project involving aging adults. Alternatively, students who have previously completed a research proposal for another purpose can critique and revise their proposal based on the content of this course. Students who are in the Degree Granting Programs in Clinical Research and are working toward the master's degree may use their final grant proposal as the basis for the thesis or substantive research project required for completion of the optional content specialization in aging and chronic disease. | 04/08/2009 |
| Research Methods in Palliative Care | Robert Arnold, MD University of Pittsburgh |
This special methods course will provide the critical bridge between the more general research skills, which are the focus of the Degree Granting Programs in Clinical Research, and the particular challenges of doing patient-oriented research in palliative care. This 1-credit course, along with Principles and Practices of Palliative Care, is the cornerstone of the optional content specialization in palliative care. It consists of discussions of the use of specific research methods and their strengths and limitations in palliative care, a review of landmark research articles in palliative care, and a critical appraisal of the methodologies. The course is taught in a graduate seminar fashion with an emphasis on discussion and critical analysis. Sessions are often moderated by a palliative care physician and a researcher with the particular methodologies expertise under discussion. | 04/08/2009 |
| Fundamentals in Clinical Trials | Charity Moore, PhD University of Pittsburgh |
CLRES 2800 will provide information on the first three phases (phases I, II, and III) of drug development and on fundamental components of randomized clinical trials. A majority of lectures will focus on aspects of phase III parallel group designs, with discussions on topics including the development of research questions, definition of endpoints, recruitment, randomization, blinding, data management and quality, monitoring, study closeout, and presentation and interpretation of results. The student will be introduced to good clinical practice guidelines, the principles of planning and implementing clinical research protocols, ethical issues and regulatory imperatives designed to protect human subjects in clinical research, adverse event reporting, protocol and proposal development, and publication. We will use manuscripts on clinical trials and protocols of completed studies to facilitate learning of concepts discussed in class. We highly recommend that students take analysis of variance (ANOVA) and logistic regression courses before taking this course. | 04/08/2009 |
| Statistical Methods and Issues in Clinical Trials | Charity Moore, PhD University of Pittsburgh |
The course will provide in-depth information about conducting randomization, planning sample size, analyzing clinical trials (including phase I, II, and III designs), and reporting and interpreting results of studies. We will use manuscripts on clinical trials and protocols of completed studies to facilitate learning of concepts discussed in class. We highly recommend that students take analysis of variance (ANOVA) and logistic regression courses before taking this course. | 04/08/2009 |
| Special Topics in Clinical Trials | Charity Moore, PhD University of Pittsburgh |
The special topics course will provide information on the different types of clinical trials beyond the phase III superiority parallel group design. We will use manuscripts on special types of clinical trials to facilitate learning of concepts discussed in class. We highly recommend that students take analysis of variance (ANOVA) and logistic regression courses before taking this course. | 04/08/2009 |
| Introduction to Translational Research in the Health Sciences | Samuel Poloyac, PharmD, PhD University of Pittsburgh |
The course provides students with a comprehensive survey of the processes involved in translating research discoveries into practices that promote health and prevent disease. The specific topics to be covered will be listed in the lecture schedule. The main student evaluation is a multi-disciplinary group project on a translational research concept or idea that has the potential to make a major impact on health within the next 10 years. Elements of the project include: Defining a health problem, justifying the line of research selected, identifying current barriers and suggesting how they can be overcome, anticipating the outcomes or impact, and identifying the disciplines that need to be involved in this research and why. Course lectures and content are delivered via electronic media, collaborative learning approaches and classroom activities (both live and online format). Live and online session dates will be provided in the syllabus lecture schedule. Online sessions require student attendance in virtual classroom discussions and/or group activities during the scheduled class time. Live sessions will meet in the classroom during the scheduled class time. | 04/08/2009 |
| From Benchtop to Bedside: What every scientist needs to know | Marc Malandro, PhD University of Pittsburgh |
From Benchtop to Bedside is a 10-week course designed to give research scientists, clinicians, and other interested parties the basic information necessary to assess the therapeutic or diagnostic potential of basic science research discoveries. The course will help scientists understand the focused development of additional information, including proof of concept and validation experiments that increase the value of the technology and reduce the investment risk. The course will also give scientists insight into how intellectual property creates a barrier to entry for the competition, and the fundamentals of investment from the private sector to help finance the climb over regulatory hurdles and meet developmental milestones. The course consists of a series of seminars designed to identify and provide details about the steps necessary to develop a scientific or clinical discovery from the laboratory to the patient. Topics covered include how to: recognize an opportunity and the commercial potential of a scientific discovery, protect the intellectual property, disclose the invention to the university, initiate the university licensing process, begin early development of a drug candidate or a device for clinical use, and plan for success within the regulatory guidelines. In addition, the course will clarify the scientist?s expected role and responsibilities as the process moves forward through clinical development. | 04/09/2009 |
| Special Issues in Clinical Trials in Older Populations | Stephanie Studenski, MD, MPH University of Pittsburgh |
The course explores the special challenges inherent in the design, implementation, and evaluation of intervention studies in older adults, with common challenges including population heterogeneity, reduced tolerance to demand, family protectiveness, and competing events. Sessions will examine the theoretical and practical issues confronting investigators who must tailor the study population, setting, intervention, comparison arm, duration of follow-up, and outcome measures to achieve internally valid results while maintaining feasibility and generalizability. Students are expected to demonstrate integration of information provided during the course by critiquing a set of published clinical trials on an age-related topic of their choice. | 04/10/2009 |
| New and Emerging Techniques in Research on Aging | Stephanie Studenski, MD, MPH University of Pittsburgh |
Researchers will describe the novel and emerging techniques that they are currently using locally in research on aging. Students will explore opportunities to engage in | 04/10/2009 |
| Introduction to Patient Care and Clinical Environments | Natalia Morone, MD, MSc University of Pittsburgh |
This three credit course is designed for students who have no significant clinical experience with the U.S. healthcare system. The course is divided into two main sections. In the first section, we will cover medical and health care concepts and terms, and discuss observational techniques derived from the Toyota Production System. In the second section of the course, students will shadow physicians in a variety of clinical settings and report back to the class on their observations using the skills learned in the first half of the course. No previous clinical experience is assumed. Students will be expected to attend lectures and will spend a significant portion of their time observing and reporting on different clinical settings throughout the semester. | 04/10/2009 |
| Course in Scientific Management and Leadership | Joan Lakoski, PhD University of Pittsburgh |
The University of Pittsburgh Health Sciences Course in Scientific Management and Leadership is a 2.5 day interactive learning forum designed to equip new investigators - including senior postdoctoral and clinical fellows and junior faculty - with the knowledge and professional competencies to lead innovative and productive research programs. Established in 2006 and modeled on the Burroughs Wellcome Fund - Howard Hughes Medical Institute Course in Scientific Management www.hhmi.org/labmanagement, the goals of the program are to develop skills to set up and run effective and successful scientific laboratories or research programs; to promote collaboration with peers, senior investigators, and research staff; to foster innovation and teamwork; and to discover and develop leadership skills to increase personal and team productivity. The instructional team includes over 30 faculty and several professional consultants. Due to the extensive material covered during this program, participants complete two personal inventory assessments prior to the start of the course: the Myers-Briggs Type Indicator and the SKILLSCOPE 360-Degree Assessment. Applicants must be affiliated with the University of Pittsburgh schools of the health sciences and nominated by their department chair, institute or center director, or their dean. Space is limited to 60 participants annually and admission is determined on competitive basis. | 04/21/2009 |
| Center for Public Health Initiatives (CPHI) - 2009 Summer Institute on GIS and Public Health (inactive) | Amy Hillier, PhD University of Pennsylvania |
CPHI 2009 Summer Institute on GIS and Public Health. By the end of the 3-day Institute, participants will be able to (1) Understand a broad range of ways that GIS can be applied to public health research, practice, and public policy; (2) Critically analyze maps and research results developed using GIS; (3) Learn how to create and analyze thematic maps, geocode addresses, and conduct basic queries; (4)Implement a variety of field data collection methods used in GIS such as handheld GPS technology; (5) Develop individual research agendas which incorporate GIS methods. | 05/08/2009 |
| Geographic Information Systems (GIS) and Public Health | Amy Hillier University of Pennsylvania |
By the end of the 3-day Institute, participants will be able to: Understand a broad range of ways that GIS can be applied to public health research, practice, and public policy Critically analyze maps and research results developed using GIS Learn how to create and analyze thematic maps, geocode addresses, and conduct basic queries Implement a variety of field data collection methods used in GIS such as handheld GPS technology Develop individual research agendas which incorporate GIS methods | 05/08/2009 |
| Principles of Clinical Pharmacology | Juan Lertora, M.D., Ph.D ---NIH INSTITUTES and CENTERS--- |
This course consists of a weekly lecture series covering the fundamentals of clinical pharmacology as a translational scientific discipline focused on rational drug development and utilization in therapeutics. | 05/29/2009 |
| Introduction to the Principles and Practice of Clinical Research | John Gallin, MD ---NIH INSTITUTES and CENTERS--- |
The program trains researchers in how to design a successful clinical trial by focusing on epidemiologic methods, study design, protocol preparation, patient monitoring, quality assurance, and Food and Drug Administration (FDA) issues. Other areas covered include data management and ethical issues, including protection of human subjects. | 05/29/2009 |
| Clinical Research Training On-Line | None- Web-based ---NIH INSTITUTES and CENTERS--- |
The web-based Clinical Research Training On-Line Course for Principal Investigators addresses one of the essential standards approved by the National Institutes of Health (NIH) for performing clinical research in the Intramural Research Program. All NIH intramural clinical principal investigators are required to take the course and successfully complete a final exam. | 05/29/2009 |
| Ethical and regulatory aspects of clinical research | Various ---NIH INSTITUTES and CENTERS--- |
By the end of this course, participants will be able to: Utilize a systematic framework for evaluating the ethics of a clinical research protocol. Apply appropriate codes, regulations, and other documents governing the ethical conduct of human subject research to their own research. Discuss controversial issues relating to human subject research, including Phase 1 research, randomization, children in research, international research, etc. Identify the critical elements of informed consent and strategies for implementing informed consent for clinical research. Describe the purpose, function, and challenges of IRBs. Appreciate the experience of human subjects who have participated in research protocols. | 05/29/2009 |
| Introduction to the FDA Regulatory Process for Clinical Investigators | None- Web-based ---NIH INSTITUTES and CENTERS--- |
The course was initially taught by experts from the Food and Drug Administration (FDA) to investigators from the National Institute of Allergy and Infectious Diseases (NIAID) in 2005. Since the principles are broadly applicable to all investigators, the NIH Clinical Center has partnered with the FDA and NIAID to provide this course to you electronically. We feel that an understanding of these concepts is critically important, and our objective in these series of recorded sessions is to provide the core background information in a focused and organized manner to make the educational process as easy and accessible as possible. | 05/29/2009 |
| Translational Research in Clinical Oncology (TRACO) | Irwin Arias, MD ---NIH INSTITUTES and CENTERS--- |
TRACO is designed to provide an overview of general principles of cancer biology and treatment, epidemiology, mechanisms of resistance, metastasis, use of preclinical models, and identification of novel molecular targets. | 05/29/2009 |
| Statistical Analysis of Research data | Dr. Paul Thurman ---NIH INSTITUTES and CENTERS--- |
SARD is designed to provide an overview on the general principles of statistical analysis of research data. | 05/29/2009 |
| Cancer Biotechnology | Various ---NIH INSTITUTES and CENTERS--- |
The topics covered include: protein chemistry, protein expression, proteomics, drug discovery, genomics and bioinformatics. | 05/29/2009 |
| Scientific Management Training (SMT) | Timothy Quigg, MPA ---NIH INSTITUTES and CENTERS--- |
The goal of the SMT course is to develop the skills needed to successfully lead a scientific research laboratory. | 05/29/2009 |
| Redox Biology | Various ---NIH INSTITUTES and CENTERS--- |
The course will overview how redox active species and radicals are generated, their effects on the cellular and physiological level, how they alter carcinogenesis, angiogenesis and proliferation in animal models of cancer, and how nitric oxide alters patient imaging profiles and response to cancer therapy | 05/29/2009 |
| Teaching in Medical Education (TIME) | Dr. Mark Elliot ---NIH INSTITUTES and CENTERS--- |
The course will focus on good teaching practices including basic strategies for developing and organizing a course | 05/29/2009 |
| Cancer Scientific Writing (CSW) | Carol Winkelman, MA ---NIH INSTITUTES and CENTERS--- |
The course initially focuses on writing clear sentences and how to use the title, abstract and introduction sections to draw in target audiences. It will be emphasized how to write a well organized, focused discussion section to make your point and how to place your research in the context of the existing scientific literature. | 05/29/2009 |
| Writing Cancer Grant Applications | Carol Winkelman, MA ---NIH INSTITUTES and CENTERS--- |
The purpose of the course is to increase the quality of a scientist’s grant application by successfully communicating scientific data and ideas. It will be emphasized how to use the title abstract and introduction sections to draw in reviewers. It will be discussed how to write an organized and focused proposal using specific scientific aims. | 05/29/2009 |
| Mouse Research Models (Mouse 101) | Various ---NIH INSTITUTES and CENTERS--- |
MRM or Mouse 101 explores how mouse research models can be used to evaluate the importance of various genes in carcinogenesis. | 05/29/2009 |
| Statistical Tutorial (ST) | Dr. Paul Thurman ---NIH INSTITUTES and CENTERS--- |
ST is designed as a follow up to Statistical Analysis of Research Data (SARD) class held in January 2009. The tutorial will apply the general principles of statistical analysis of research data including descriptive statistics, z- and t-tests of means and mean differences, simple and multiple linear regression, ANOVA tests, and Chi-Squared distribution. | 05/29/2009 |
| Overview of CAM | Stephen E. Straus, M.D ---NIH INSTITUTES and CENTERS--- |
Define CAM Discuss each of the 5 CAM domains Recognize the unique challenges associated with CAM research and the importance of well-designed studies Identify the role of the National Center for Complementary and Alternative Medicine (NCCAM) in exploring CAM practices | 05/29/2009 |
| Herbs and other Dietary Supplements | Paul M. Coates, Ph.D. ---NIH INSTITUTES and CENTERS--- |
Define dietary supplements Review current research on the efficacy and safety of dietary supplements Utilize reputable resources to obtain up-to-date information on dietary supplements Discuss the roles and research activities of the Office of Dietary Supplements at the National Institutes of Health | 05/29/2009 |
| Mind-Body Medicine | David Spiegel, M.D ---NIH INSTITUTES and CENTERS--- |
Recognize the relationship between stress, altered mental states, and illness Discuss the benefits of integrative medicine Explain hypnosis and its effects Describe the use of mind-body medicine for the treatment of cancer Identify the importance of support groups for patients with cancer | 05/29/2009 |
| Acupuncture: An Evidence-Based Assessment | Richard Hammerschlag, Ph.D. ---NIH INSTITUTES and CENTERS--- |
Discuss the history of acupuncture Compare the differences between western medicine and Chinese medicine Identify how acupuncture research is conducted Describe research on the efficacy of acupuncture and the mechanisms underlying itsvarious uses | 05/29/2009 |
| Manipulative and Body-Based Therapies: Chiropractic and Spinal Manipulation | William Meeker, D.C., M.P.H. ---NIH INSTITUTES and CENTERS--- |
Explain the profession of chiropractic Describe the various procedures utilized in chiropractic Discuss the potential safety issues associated with chiropractic Review the scientific evidence for the efficacy of spinal manipulation and mobilization Recognize the research challenges associated with spinal manipulation and mobilization | 05/29/2009 |
| CAM and Aging | Marc R. Blackman, M.D., ---NIH INSTITUTES and CENTERS--- |
Discuss the theoretical aspects of the aging process, including the decreased ability to respond to stressors Identify the principles of CAM and their relationship to the aging process Describe CAM studies related to aging Examine aging issues specific to women Review CAM approaches to treating prostate cancer in aging men | 05/29/2009 |
| Integrative Medicine | Ralph Snyderman, M.D. ---NIH INSTITUTES and CENTERS--- |
To understand the concept of prospective care and personalized medicine, incorporating personalized health planning and how this differs from the current disease-oriented approach | 05/29/2009 |
| Health and Spirituality | Anne Harrington, Ph.D. ---NIH INSTITUTES and CENTERS--- |
To understand the range of research traditions today that are investigating the relationship between health and spiritual practice To understand the various historical roots of these traditions and how they interact in our own time | 05/29/2009 |
| Studying the effects of Natural Products | Ram Sasisekharan, Ph.D. ---NIH INSTITUTES and CENTERS--- |
Describe the role of natural products in health care research Describe the role of glycans in regulating biological functioning Identify the mechanism of action of glycans Describe the integrated approach to therapeutics | 05/29/2009 |
| Neurobiological Correlates of Accupuncture | Bruce R. Rosen ---NIH INSTITUTES and CENTERS--- |
Describe the use of brain imaging to study acupuncture Define functional magnetic resonance imaging Identify uses of functional magnetic resonance imaging Cite examples of acupuncture studies Describe the use of functional magnetic resonance imaging to study acupuncture | 05/29/2009 |
| NCBI Field Guide | N/A- web based ---NIH INSTITUTES and CENTERS--- |
A Field Guide to GenBank and NCBI Resources provided information for researchers, educators and students as a useful introduction and survey of the available NCBI tools and databases. Even experienced NCBI users found this course to be useful | 05/29/2009 |
| NCBI Field Guide Plus | N/A- web based ---NIH INSTITUTES and CENTERS--- |
The Enhanced Field Guide was an expanded, two-day version of the Field Guide that provided more detailed coverage of NCBI molecular databases and tools. The focus was on effective use of Entrez and sequence similarity searching with BLAST. The BLAST portion covered Web, stand-alone, and client versions. Special emphasis was given to genomic information and molecular structures. | 05/29/2009 |
| NCBI mini course: Bioinformatics Quick Start | Medha Bhagwat, PhD ---NIH INSTITUTES and CENTERS--- |
The course provides an introduction to aspects of bioinformatics such as accessing, analyzing, and interpreting biological data using NCBI databases and tools. An analysis of the animal photoreceptor family is used to illustrate practical bioinformatics approaches to the study of sequence similarity, phylogenetic analysis, gene expression, homology, polymorphisms, 3-D structure and function. This course will be useful for non-biologists as well as biologists | 05/29/2009 |
| NCBI mini course: Making Sense of DNA and Protein Sequences | Medha Bhagwat, PhD ---NIH INSTITUTES and CENTERS--- |
In this mini-course, we will find a gene within a eukaryotic DNA sequence. We will then predict the function of the implied protein product by seeking sequence similarities to proteins of documented function using BLAST and other tools. Finally, we will find a 3D modeling template for this protein sequence using a Conserved Domain Database Search. | 05/29/2009 |
| NCBI mini course: Unmasking Genes in the Human Genome | Medha Bhagwat, PhD ---NIH INSTITUTES and CENTERS--- |
This mini-course describes how to combine the output of multiple prediction programs to find genes, promoters and other transcription-factor binding sites in human DNA sequences. To illustrate the method, an instructional program called Greengene will be used to integrate the output of several gene-finding tools. Greengene also allows a coding sequence and accompanying protein translation to be assembled from the exons detected by these programs. Because the output of several programs is integrated, exon selection is more reliable. | 05/29/2009 |
| NCBI mini course: Identification of Disease Genes | Medha Bhagwat, PhD ---NIH INSTITUTES and CENTERS--- |
This mini-course deals with the identification of a disease gene using NCBI's human genome assembly. The reference genome assembly, along with integrated maps, literature, and expression information comprises a powerful discovery system for exploring candidate human disease genes. We will start with EST sequences obtained from a patient, identify the gene(s) expressing them, download their sequences, determine the exon-intron structure and identify known SNPs in the ESTs, if any, that may contribute to the disease phenotype. | 05/29/2009 |
| NCBI mini course: Correlating Disease Genes and Phenotypes | Medha Bhagwat, PhD ---NIH INSTITUTES and CENTERS--- |
We will learn to determine what is known about a disease and the gene associated with it. We will then elucidate the biochemical and structural basis for the phenotype caused by the mutant protein. | 05/29/2009 |
| NCBI mini course: BLAST QuickStart | Medha Bhagwat, PhD ---NIH INSTITUTES and CENTERS--- |
A practical introduction to the BLAST family of sequence-similarity search programs. Exercises range from simple searches to creative uses of the BLAST programs to perform specialized searches. | 05/29/2009 |
| NCBI mini course: Entrez Gene QuickStart | Medha Bhagwat, PhD ---NIH INSTITUTES and CENTERS--- |
NCBI's Entrez Gene provides gene-based information such as chromosome location, sequence, expression, structure, function, and homology data. Each record represents a single gene from an organism. Entrez Gene includes organisms for which there is a RefSeq genome record. In this course, we will learn how to obtain information about a human gene such as its mRNA and genomic sequence, gene structure (exon-intron locations), function and phenotypes associated with mutations. We will also learn how to determine whether the SNPs in the coding region of a gene are known to alter the function of the protein product | 05/29/2009 |
| NCBI mini course: Structural Analysis QuickStart | Medha Bhagwat, PhD ---NIH INSTITUTES and CENTERS--- |
This course covers how to visualize and annotate 3D protein structures using NCBI's Cn3D, identify conserved domain(s) present in a protein, seach for other proteins containing similar domain(s), explore a 3D modeling template for the query protein and find distant sequence homologs that may not be identified by BLAST | 05/29/2009 |
| NCBI mini course: MapViewer QuickStart | Medha Bhagwat, PhD ---NIH INSTITUTES and CENTERS--- |
In this course, we will use the human genome Map Viewer. Used to view the NCBI assembly of the complete human genome, Map Viewer is a valuable tool for the identification and localization of genes that contribute to human disease. In this course, we will see how to view different human genome maps and make best use of them. For example, the EST map can be used to identify undocumented exons or generate the alternative splice variants of genes. We will learn to locate a human gene, download its sequence along with its upstream sequence (to analyze promoter regions), obtain exon-intron coordinates, find a possible splice variant and identify whether the variations in the gene are associated with a disease. | 05/29/2009 |
| NCBI mini course: GenBank QuickStart | Medha Bhagwat, PhD ---NIH INSTITUTES and CENTERS--- |
GenBank is a repository of nucleotide sequences from about 160,000 organisms. This course begins with a survey of different types of entries. Using a typical GenBank entry as a model, students will learn to understand the features annotated on it. The course will also cover how to submit sequences to GenBank and include an overview of the processing of the entries. Finally, students will learn how to efficiently search GenBank and download sequences. | 05/29/2009 |
| NCBI mini course: Entrez QuickStart | Medha Bhagwat, PhD ---NIH INSTITUTES and CENTERS--- |
Entrez is the integrated, text-based search and retrieval system used at NCBI for the major databases, including PubMed, Nucleotide and Protein Sequences, Expression, PubChem (biological activities of small molecules), Protein Structures, Complete Genomes, Taxonomy, and others. Entrez provides links to related records within the database and between other databases in Entrez. Click here for a more detailed view that illustrates the links existing among various Entrez Databases. This course will provide tips on effective searching in Entrez databases and accessing the records in various formats. | 05/29/2009 |
| NCBI mini course: Microbial Genomes QuickStart | Medha Bhagwat, PhD ---NIH INSTITUTES and CENTERS--- |
In this mini-course, you will learn how to access the microbial genome sequences and annotations, how to navigate through and download the gene and protein datasets, and will be introduced to the available genomic and comparative genomic analysis tools. The course will address practical discovery questions such as 'Are there identifiable genes in microbial genomes that may be horizontally transferred?' and 'What are the differences between closely-related pathogenic and non-pathogenic bacteria?' | 05/29/2009 |
| Introduction to Molecular Biology and Information Sources | Various ---NIH INSTITUTES and CENTERS--- |
Librarians interested in learning an overview of search systems available at NCBI were able to attend the three-day Introduction to Molecular Biology and Information Resources course. This course reviewed many NCBI services and search systems by combining lectures, demonstrations, and hands-on experience. | 05/29/2009 |
| Advanced Workshop for Bioinformatics Information Specialists | Various ---NIH INSTITUTES and CENTERS--- |
The NCBI Advanced Workshop for Bioinformatics Information Specialists course was a five-day course offered for those providing bioinformatics support to their institutions, especially those in medical libraries. The course provided an overview of a wide range of molecular biology resources about which support staff may receive questions. Divided into ten modules, the course provided lecture, demonstration, and hands-on experience with actual user questions. | 05/29/2009 |
| Exploring 3D molecular structures | Various ---NIH INSTITUTES and CENTERS--- |
This course focused on effectively using the NCBI databases, search services, and analysis tools that utilize 3D macromolecular structure data. Course formats were offered for either one or two days consisting of lecture and hands-on workshops. | 05/29/2009 |
| From Alignments to structural Models | Various ---NIH INSTITUTES and CENTERS--- |
This course was a continuation of the Exploring 3D Molecular Structure course where participants learned to build and optimize structure-based multiple sequence alignments with Cn3D. Following that, the alignments were used to generate 3D structural models in UCSF Chimera. | 05/29/2009 |
| NCBI PowerScripting | Various ---NIH INSTITUTES and CENTERS--- |
This was a four-day course on effectively using NCBI Entrez Programming Utilities (E-utilities) within scripts to automate search and retrieval operations across the suite of Entrez databases. | 05/29/2009 |
| NCBI Quickscripts | Various ---NIH INSTITUTES and CENTERS--- |
NCBI QuickScripts was a computer workshop on effectively using the NCBI Programming Utilities (E-utilities) within scripts to automate search and retrieval operations across the entire suite of Entrez databases. It was a one-day condensed version of the PowerScripting course. | 05/29/2009 |
| Principles of PubChem | Various ---NIH INSTITUTES and CENTERS--- |
Principles of PubChem taught users to effectively use the NCBI PubChem system: a collection of databases, search services, and analysis tools that focus on small chemicals and their biological activities. | 05/29/2009 |
| What is Biomedical and Health Informatics? | William Hersh, MD Oregon Health & Science University |
An overview of biomedical and health informatics, covering the major topics of the field, including electronic health records, health information exchange, information retrieval (searching), and translational bioinformatics. The course consists of about 2 hours of on-line voice over Powerpoint lectures and associated readings. | 07/03/2009 |
| Social and Behavioral Science for Public Health | Elasy Vanderbilt University (partnering with Meharry Medical College) |
The course will address two core areas in social and behavioral science for public health: 1) the measurement of knowledge, attributes, attitudes and behaviors that are relevant to health behavior research, with a focus on scale development and 2) the dispositional and situational variables that underlie current theories of behavior and behavior change, with current applications. | 08/21/2009 |
| Health Services Administration 1: Healthcare Systems | Van Horn Vanderbilt University (partnering with Meharry Medical College) |
This course provides an overview of the organization, financing, and delivery of healthcare. The course will review the complex inter-relationships among key stakeholders in the industry, how this structure has evolved over time, and how these system wide challenges are likely to affect healthcare policy in the future. Prerequisite: Epidemiology 2, Biostatistics 2 or approval of instructor. | 08/21/2009 |
| Health Services Administration 2: Program & Policy Evaluation | Dr. Ray Vanderbilt University (partnering with Meharry Medical College) |
The evaluation of changes in the health care delivery system, either through programs specifically implemented to achieve such changes or through changes in health care delivery/financing policies. The primary designs--before/after, concurrent/retrospective control, interrupted time-series-and their strengths and limitations. Class will include didactic lectures and small group critical reading/presentation of current program/policy evaluations published in leading medical journals. Prerequisite: Epidemiology 2, Biostatistics 2 or approval of instructor. | 08/21/2009 |
| Drug and Device Development | Satish Raj, MD, MSCI Vanderbilt University (partnering with Meharry Medical College) |
This seminar styled course is designed to provide an overview of the drug and device development process. We will cover issues of drug discovery, pre-clinical drug development, Phase I through IV human testing, device development and the role of the FDA in regulatory affairs | 08/21/2009 |
| Clinical Economics and Decision Analysis | Dittus, Speroff, Stiles Vanderbilt University (partnering with Meharry Medical College) |
This course will provide an overview of qualitative and quantitative decision making with a dominant focus on quantitative techniques for decision-making, using clinical and economic endpoints and their role in clinical strategies of care and health policy. Topics include: cognitive heuristics, Baye's theorem, ROC analysis, the study of diagnostic tests, meta-analysis, health states and utility measurement using expected value decision making, decision tree analysis, Markov processes and network simulation modeling, quantitative management of uncertainty, cost theory and accounting, cost-effectiveness and cost-utility analysis. | 08/21/2009 |
| Molecular Medicine | Dr. Douglas Sawyer Vanderbilt University (partnering with Meharry Medical College) |
The Molecular Medicine course will provide an overview of basic cellular and molecular processes to acquaint physicians who have been engaged in clinical training with recent advances in these areas. Each module of the course will consist of didactic lectures addressing a fundamental process followed by clinical illustrations to demonstrate the relevance of molecular biology to clinical medicine and investigation. In general, the fundamental didactic lectures will be delivered by basic science faculty and the clinical illustrations will be presented in a | 08/21/2009 |
| Human Genetics | Kelly A Taylor, MS, CGC Vanderbilt University (partnering with Meharry Medical College) |
Describe the structure and function of genes and chromosomes, the distribution of genetic variants in populations and the role of genetic variants in human disease. Describe the implementation of methods for ascertaining clinical datasets for clinical genetic research studies. Understand molecular genetic methods for genotyping and variation and mutation detection in the conduct of clinical genetic research studies. Identify genetic epidemiological methods for identifying genetic variants associated with complex disease risk. Describe thresholds for significance in studies of the genetics of complex disease and potential confounders of results of studies of complex disease genetics. Describe use of online databases in clinical genetic research. Describe the ethical issues associated with clinical genetic research and address ethical concerns in the design and conduct of clinical genetic research studies. Describe the challenges in translating clinical genetic research into clinical practice. | 08/21/2009 |
| Cellular Microbiology of the Pathogen-Host Interaction | Green Vanderbilt University (partnering with Meharry Medical College) |
An interdisciplinary course designed to train students at the interface of molecular microbiology and cell biology. Model organisms or their products will be analyzed in the context of molecular cell biology. Students will be challenged to utilize new information form microbial genome sequencing to understand host cell subcellular compartments and signaling pathways. Prerequisite: A solid background at the graduate or undergraduate level in natural science curriculum, for example molecular cell biology, microbiology and immunology. | 08/21/2009 |
| Functional Genomics and Proteomics | Hawiger Vanderbilt University (partnering with Meharry Medical College) |
An interdisciplinary course designed to train predoctoral students and postdoctoral fellows in biological applications of functional genomics and proteomics in immunobiology. The topics include: 1) proteomic analysis of blood cells, vascular endothelial cells, and smooth muscle cells involved in immunity and inflammation, 2) functional genomics of immunobiology using genome-wide mutagenesis, 3) gene expression profiling of immune/inflammatory responses based on DNA microarray technology, 4) peptide/protein transduction and its applications to cell-based proteomics and intracellular protein therapy, 5) proteomic analysis of MHC antigens, 6) genomics and proteomic analysis of host-pathogen interactions, 7) genomic and proteomic analysis of inflammatory and immune diseases and 7) development and application of new genomic and proteomic strategies in immunobiology. | 08/21/2009 |
| Proteomics | Ware Vanderbilt University (partnering with Meharry Medical College) |
Course Objectives: Introduction to Clinical Proteomics?rationale, description of prior studies and future needs Selection of candidate biomarkers?application of MALDI Mass Spec to biological samples Selection of candidate biomarkers?other approaches Assay development ? multiplex assays, high throughput micro assays, industry collaboration Sample datasets?how clinical proteomics can be incorporated into past and future clinical trial datasets and IRB issues Biostatistical Analytical approaches for proteomics Novel Bioinformatic approaches to data analysis Clinical Proteomics in action?application of the process to clinical acute lung injury | 08/21/2009 |
| Mentoring Strategies for the 21st Century | Online ---NIH INSTITUTES and CENTERS--- |
Current business trends--including acquisitions and reorganizations, emerging technology needs, and a changing work force--are all creating unique mentoring needs. This course addresses how mentoring strategies can benefit your organization in the current business climate. It explores the ways that mentoring can capitalize on gender, age, and cultural issues. Finally, it provides instruction on assessing mentoring needs within your organization. | 08/21/2009 |
| NIH Stroke Scale (NIHSS) Training Online | Online ---NIH INSTITUTES and CENTERS--- |
Welcome to the American Stroke Association's Online NIH Stroke Scale Training Program. The NIH Stroke Scale is a critical component of acute stroke assessment. The American Stroke Association, in conjunction with the American Academy of Neurology (AAN) and the National Institute of Neurological Disorders and Stroke (NINDS) has developed this free, CME/CE-certified online training program for healthcare professionals to learn or review how to administer the NIH Stroke Scale for acute stroke assessment. The program uses footage from the 2004 CINE Golden Eagle Award winner and new NIH Stroke Scale Training Videos developed by the NINDS. | 08/21/2009 |
| Off the Cuff Training Program | Online ---NIH INSTITUTES and CENTERS--- |
Off the Cuff is an online hypertension management training program. Hypertension management is such a critical part of keeping people healthy it is important to be up to date on the latest information and techniques. This course will take you through the steps of the different levels of hypertension, appropriate medical interventions and medications, day to day information for your patients and what to look for during the blood pressure reading. This course has many resources available for print or download. | 08/21/2009 |
| Cancer Biology | Yull Vanderbilt University (partnering with Meharry Medical College) |
A multi-disciplinary course designed to expose students to all areas of basic and applied cancer research. Emphasizes the molecular mechanisms underlying carcinogenesis and tumor progression and their relationship to clinical aspects of the disease. | 08/21/2009 |
| Molecular and Cellular Immunology | Joyce Vanderbilt University (partnering with Meharry Medical College) |
The cellular and molecular foundations of the immune response system and the humoral and cellular reactions that result from immunologic interactions. Two lectures per week and seminars presented by students. | 08/21/2009 |
| Human Embryonic Stem Cells: Comprehensive Training Program | Jeane F. Loring ---NIH INSTITUTES and CENTERS--- |
Tentative topics covered in the basic course: Freezing/Thawing Feeder inactivation Mechanical passaging Enzymatic passaging with accutase and collagenase Plating on matrigel Nucelofection Basic differentiation protocols Session on what paper work needs to be in place for your lab to culture hESCs at TSRI Immunocytochemical characterization | 08/25/2009 |
| Stem Cells and Regeneration | Gerald P. Schatten, PhD ---NIH INSTITUTES and CENTERS--- |
The Stem Cells and Regeneration Course (formerly known as FrHESC) is a dynamic, evolving laboratory and lecture course that includes the complete array of biological and medical perspectives from fundamental basic biology of ?stemness? through preclinical and clinical trials evaluating HESCs (human embryonic stem cells) for therapeutic benefit. | 08/25/2009 |
| Human Embryonic Stem Cell Culture | WiCell Research Institute Faculty ---NIH INSTITUTES and CENTERS--- |
Activities include deriving mouse embryonic fibroblasts (MEF), inactivating and plating of MEF, freezing MEF vials, splitting hES cells, freezing hES cells, hES cells selection, maintenance, and picking, viewing and evaluating student and instructor cells, as well as detailed discussions regarding equipment and supplies. | 08/25/2009 |
| Critical Appraisal Module | Elizabeth O?Connor, Ph.D. Northwestern University |
The Critical Appraisal module offers a tutorial to help psychologists gauge the quality and relevance of different kinds of research for their practices. | 11/04/2009 |
| The EBBP Process | Bonnie Spring, Ph.D., ABPP, Ana M. Abrantes, Ph.D., Jennifer M. Kreslake, M.P.H.,Kristin Hitchcock, M.S.I. Northwestern University |
The interactive EBBP Process module helps psychologists to find, appraise, and apply evidence to improve the health of individuals and communities. | 11/04/2009 |
| Searching for Evidence Module | Linda Collins, MSLS, AHIP Northwestern University |
The Searching for Evidence module helps psychologists learn about available on-line resources and develop skills to search for evidence more effectively. | 11/04/2009 |
| Introduction to Systematic Reviews Module | Elizabeth O?Connor, Ph.D. Northwestern University |
The Systematic Review module teaches the basic steps in conducting a systematic review. | 11/04/2009 |