Enhancing the diversity and productivity of scientists in aging research: contributions of the Resource Centers for Minority Aging Research, 2018-2023.

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH GERONTOLOGY & GERIATRICS EDUCATION Pub Date : 2024-10-25 DOI:10.1080/02701960.2024.2421162
Lourdes R Guerrero, Denisse M Huerta, Nadereh Pourat
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Abstract

The Resource Centers for Minority Aging Research (RCMAR) is a flagship education, training, and development program of the National Institute of Health (NIH), and the National Institute on Aging (NIA) focused on increasing the number and diversity of researchers in aging. We sought to assess the program's contributions to geriatric and gerontology education by examining the scientific productivity of 294 RCMAR scientists who received pilot funding from the program during the last complete grant cycle, 2018 to 2023. Across the 18 funded sites, the scientists obtained 53 NIH grants and 29 NIA-specific grants. They published 281 manuscripts, of which 141 were noted as direct outcomes of the pilot funding and support received through the program. Findings indicated that the RCMAR program in its last cycle succeeded in promoting education and scientific career development of researchers from diverse backgrounds and researchers focused on health disparities to conduct transdisciplinary social and behavioral aging research.

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提高老龄化研究领域科学家的多样性和生产力:少数民族老龄化研究资源中心的贡献,2018-2023 年。
少数族裔老龄化研究资源中心(RCMAR)是美国国立卫生研究院(NIH)和美国国立老龄化研究院(NIA)的一项旗舰教育、培训和发展计划,旨在增加老龄化研究人员的数量和多样性。我们试图通过考察2018年至2023年最后一个完整资助周期内获得该计划试点资助的294名RCMAR科学家的科研生产率,来评估该计划对老年医学和老年学教育的贡献。在 18 个资助点中,这些科学家获得了 53 项美国国立卫生研究院(NIH)的资助和 29 项美国国立卫生研究院(NIA)的专项资助。他们发表了 281 篇手稿,其中 141 篇是通过该计划获得试点资助和支持的直接成果。研究结果表明,RCMAR 计划在上一周期成功地促进了来自不同背景的研究人员和关注健康差异的研究人员的教育和科学职业发展,以开展跨学科的社会和行为老龄化研究。
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来源期刊
GERONTOLOGY & GERIATRICS EDUCATION
GERONTOLOGY & GERIATRICS EDUCATION EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.00
自引率
18.80%
发文量
47
期刊介绍: Gerontology & Geriatrics Education is geared toward the exchange of information related to research, curriculum development, course and program evaluation, classroom and practice innovation, and other topics with educational implications for gerontology and geriatrics. It is designed to appeal to a broad range of students, teachers, practitioners, administrators, and policy makers and is dedicated to improving awareness of best practices and resources for gerontologists and gerontology/geriatrics educators. Peer Review Policy: All research articles in this journal have undergone rigorous peer review, based on initial editor screening and anonymous refereeing by two anonymous referees.
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Enhancing trauma-informed care for older veterans: clinician perspectives on trauma practices and curricular needs. Interprofessional health care students' confidence toward addressing the social determinants of health for older adults through telehealth. "I feel more in control of my learning experience:" ungrading as an empowering approach to competency-based gerontological teaching and learning. Enhancing the diversity and productivity of scientists in aging research: contributions of the Resource Centers for Minority Aging Research, 2018-2023. Enhancing trauma-informed care preparation through life story work.
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