Model Drug Abuse Treatment Research Programs
Early career scholars can benefit from studying career paths of senior investigators who developed a successful independent research program. In this seminar, senior scientists discuss how they developed their current research programs. Topics include how the senior scientists identified a line of research, overcame obstacles to keep their research program moving forward, and solved methodological problems that arose over the course of their research. Seminar speakers will include nationally recognized experts whose area is relevant to the research interests of the scholars and the individuals who will serve as the scholar's primary mentor.
Qualitative Research Methods
An overview of qualitative research approaches is covered in this two-session seminar. Topics include ethnographic observations, focus groups, participant observation, or other qualitative research that will yield rigorous information helpful for the subsequent NIH grant submission.
In this seminar, a brief introduction to clinical trials is presented, and practical advice is given from scientists who have conducted randomized controlled clinical trials.
Quantitative Research Methods
A biostatistician assesses each scholar’s needs for statistical analyses and, when necessary, offers seminars on topics common to multiple scholars, as well as holding individual sessions with scholars who have specific needs.
Cultural Adaptations of Evidence-Based Treatments
This seminar provides an in-depth discussion of the process of culturally adapting evidence-based treatments, using examples from the drug abuse treatment field. Specific topics include conceptualizing culture and context; selecting a framework and level of adaptation; identifying core intervention components; involving the target population; and identifying factors that influence cultural relevance and adaptation mismatch. These issues are addressed with an emphasis on practical strategies for resolving the competing demands of maintaining fidelity to the core elements of the original intervention and adapting the intervention to meet the needs of the cultural group.
Scientific Ethics and Responsible Conduct of Science
Participants in the Scientific Ethics and Responsible Conduct of Science Seminar will be taught the importance of conducting scientific research in an ethical and responsible manner. This seminar, combined with additional supervision, workshops, and discussions, addresses the Responsible Conduct of Research training that is an important component of R25 science education projects.
Research Development Workshop
The focus of this workshop is on the development of individual pilot projects and a successful program of research. Scholars attend a research development workshop that corresponds to scholar objectives for their year in the program. First-year scholars focus on the conceptualization of a pilot project and address particular theoretical and methodological issues unique to their projects (Pilot Development Workshop), second year scholars focus on the development of NIH grant applications and present research findings from first-year pilot projects (Grant Proposal Development Workshop), and third year scholars will focus on the re-submission of NIH grant applications, if necessary, and continue to develop new NIH grant applications (Grant Proposal Revision Workshop).
Pilot Study Development Workshop (first-year scholars)
In this workshop, first-year scholars develop the rationale and theoretical model of their overall program of research, as well as present their initial conceptualization of a pilot project, discuss potential implementation challenges, and obtain feedback from seminar leaders. Each first-year scholar will make a formal one-hour presentation, and receive feedback regarding the scientific merit and viability of the proposed research project. During the third and fourth weeks, scholars receive feedback from experts in the field (i.e., CTN mentors, minority advisors). Experts provide an alternative perspective from that of the CTN mentor and give feedback on the scientific merit of the proposed research and strategies for overcoming weaknesses identified in the proposal.
Grant Proposal Development Workshop (second-year scholars)
The focus will be on the presentation of the findings from their first-year pilot projects and the development of NIH grant applications (i.e., K or R applications). Scholars will make an hour-long presentation of their research findings and receive feedback from UCSF mentors and minority advisors. The focus of the presentation will be on using the findings from pilot projects as a foundation for future NIH grant applications. Scholars write and present a three-page concept paper as the first step in the development of NIH grant applications. Outside of the workshop, scholars will work with CTN mentors to develop grant applications in the second year of the program. Thus, the workshop will allow scholars to receive feedback from a team of experts, including their CTN mentor. Scholars will meet weekly for two-hour sessions, and a UCSF program faculty member will lead the workshop.
Grant Proposal Development Workshop (third-year scholars)
The focus of this workshop is to provide scholars with guidance about how to prepare revised applications for submission to the NIH. Topics for discussion include: 1) writing an introduction to a revised proposal; 2) working with your program officer to address the reviewers’ critiques; 3) whether to change your aims; 4) modifying the experimental plans; and 5) common errors. In addition, the workshop will focus on review and critique of revised grant applications.
Manuscript Development Workshop
In this weekly 90-minute workshop, scholars submit a pre-publication manuscript prior to each summer intensive training session. Each manuscript is assigned two reviewers, one scholar and one program faculty member. Each reviewer prepares a formal written critique of the manuscript. Reviews are presented orally in a group discussion format. This activity enables scholars to receive feedback on their manuscripts prior to submission to peer-reviewed journals, facilitates development of scientific writing skills; strengthens ability to critically evaluate the scientific literature as reviewers; and enhances understanding of the peer review process.