Division of Otolaryngology-Head and Neck Surgery (OHNS)
Duke University Medical Center
The Duke Clinical Research Institute is looking for exceptional candidates for an NIDCD funded T32 training program in hearing, balance, and other communication disorders.
This new research training opportunity is for residents interested in clinical research, including outcomes research, clinical trials, and translational research. The NIDCD-sponsored T32 program will enroll post-residency otolaryngologists with a desire to enter academic practice with a research focus in clinical research. Each trainee will be mentored by a team that includes both experts in research methodology from the Duke Clinical Research Institute and content experts in Otolaryngology. A clinical and surgical practice opportunity is also provided, as is the opportunity to mentor OHNS residents and participate in leadership development programs. Collaboration with the Duke Institute of Global Health and the opportunity to participate in research at Duke facilities in developing countries is also available.
The goal is to train tomorrow's leaders in OHNS-related clinical research. This program is the ONLY clinical research training program in the field and affords trainees two faculty mentors (clinical and methods), practical research application through the national Creating Healthcare Excellence through Education and Research (CHEER) practice-based research network, and opportunity for clinical practice.
Program Start Date: July 2013 (2 year program)
Candidates must be U.S. citizens or permanent residents with evidence of superior academic performance, letters of recommendation from at least two referees providing the highest level of enthusiasm, and preferably clinical and/or basic research experience and publications.
|T32 Program At a Glance||Year 1||Year 2|
|Jul - Dec||Jan - Jun||Jul - Dec||Jan - Jun|
|Component||Research - Post Residency OHNS MDs & PhDs|
|Program Administration and Mentorship||Meet face-to-face with Mentor in July; Develop mentorship plan with quarterly deliverables; Access internet based curriculum materials||Continue regular meetings with mentors; submit quarterly deliverables||Continue regular meetings with mentors; intensify focus on research project development and career development as the trainee begins to look for an academic position||Continue regular meetings with mentors; focus on research project completion and continued career development with plans for transition to academic faculty position in place|
|Clinical Research Development||Meet with Faculty to learn about research opportunities; Orient and Participate in CHEER related activities; Complete Duke IRB requirements/modules||Identify/develop 3-4 new CHEER sites with DCRI support; Spend ~15-20 hours in the community practice affiliated with Duke Otolaryngology to learn about practice-based research||Begin funded research project, including the CHEER research network and available databases||Complete funded research project, presentation at national meeting, and completion of manuscript for submission to peer reviewed journal|
|Grant Preparation||Attend Grant Writer's Workshop in July; Prepare schedule of professional development workshops; Begin work on grant application for submission in January timeframe||Submit grant application in January; Attend March AAO-HNS grant review board and participate as a grant 'reader'; Continue Duke research coursework for faculty and fellows||Begin development of grant proposal for K or other initial NIH grant; aided by direct faculty mentoring and the Duke Research Core Curriculum||Continued development and submission of grant proposal for K or other initial NIH grant; aided by direct faculty mentoring and the Duke Research Core Curriculum|
|Didactic Education||Select and begin Master's Program in area of interest||Coursework towards degree requirements in 2 year timeline (~2 courses per term to complete in 2 years)|
|Component||Teaching & Leadership Development - Post-Residency OHNS MDs & PhDs|
|Prepare for a Career in Academic Medicine and Research Leadership||Orientation to the professionalism and leadership curriculum||Balance shift toward teaching role in research teaching and clinical practice; Begin 10-month program --Leading Organizations to Health||Move toward 'mentor/teacher' role (e.g. resident interactions, mentoring incoming fellow trainees); Begin to look for faculty position and plan for initial career/research program development; Continue formal leadership training||Continue 'mentor/teacher' role (e.g. resident interactions, mentoring incoming fellow trainees); Plan for move into a faculty position (e.g. visit the new institution, identification of new mentors and resources to ensure career success)|
For more information on the program, click here.
Questions? Contact Debara L. Tucci, MD, MS, Professor of Surgery, Duke University Medical Center at email@example.com