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Principal Investigator: Ethel Cesarman
Organization: WEILL MEDICAL COLL OF CORNELL UNIV
Fiscal Year: 2024
Award: $448,897
Funding agency: National Institute of Allergy and Infectious Diseases
Abstract:
Despite the irreplaceable contributions of physician-scientists to clinical, the pipeline of clinician-scientist
trainees remains on the decline. A critical barrier to the physician-scientist career is the lack of protected time
and access to research mentorship available to physicians during clinical training. With the heightened acuity,
volume and complexities of modern medicine, clinical training has increasingly focused on the acquisition and
application of existing, rather than generation of new, knowledge. An unfortunate consequence of this shift in
focus is the increasing compartmentalization of scientific training into fragments of time that are inadequate to
provide the training and continuity needed to become proficient in the scientific investigation. The Tri-
Institutional Stimulating Access to Research during Residency (Tri-I StARR) program seeks to remedy this
deficiency by developing an integrated, longitudinal mentored research training program that will lead to the
development, implementation, and evaluation of new clinical interventions to prevent, diagnose, treat and
ameliorate health disparities of disorders of infectious, immunologic and inflammatory etiologies, with
mentorship from across Weill Cornell Medicine, Rockefeller University, and Memorial Sloan Kettering. Tri-I-
StARR will train residents on an integrated clinical-research pathway across 3 departments: Pediatrics,
Medicine, and Pathology in areas along the full biomedical research continuum and include the themes of
healthcare disparities and health and disease over the life course. The program proposes four training aims:
(1) Acquisition of skills in the scientific method and design of hypothesis-based projects to address human
diseases across the lifespan and their inequities, (2) Individualized, multidisciplinary mentorship in the design
and completion of a research project, (3) Development of short, intermediate, and long term IDPs that
integrate scientific and clinical training within and across career stages, and (4) Active engagement in
horizontal and vertical networking among physician-scientists within and across career stages and institutions.
The Tri-I-StARR will be led by an Executive Committee (EC) consisting of Kyu Rhee, MD PhD (Medicine),
Sallie Permar, MD, PhD (Pediatrics), and Ethel Cesarman, MD (Pathology), an Expanded Executive
Committee (EEC) of Residency Program Directors and Program Coordinators, and a team of 36 multi-
departmental, multi-disciplinary, well-funded, and experienced faculty preceptors. Three Resident-Investigators
each year will be supported for 12 months of research with the options to add an additional 12 months. Upon
completion, trainees will be capable of transitioning to research-intense fellowship training, successfully
competing for follow-on funding opportunities, including the K38, that will enable them to become the next
generation of physicians leading and mentoring trainees in clinically-oriented research. This program will fulfill
the urgent need for: 1) more full-time academic physician-researchers in medical schools throughout the
country, and 2) innovations and clinical translation of novel strategies to improve health across the lifespan.
Terms: <Address><Applications Grants><Area><Biology><Biomedical Research><Board Certification><COVID crisis><COVID epidemic><COVID pandemic><COVID-19 crisis><COVID-19 epidemic><COVID-19 era><COVID-19 global health crisis><COVID-19 global pandemic><COVID-19 health crisis><COVID-19 pandemic><COVID-19 period><COVID-19 public health crisis><COVID-19 years><Career Choice><Career Path><Causality><Cities><Clinical><Clinical Paths><Clinical Pathways><Clinical Research><Clinical Study><Communicable Diseases><Complex><Country><Curriculum><Development><Development Plans><Diagnosis><Disease><Disorder><Disparities><Disparity><Doctor of Philosophy><Educational Curriculum><Educational process of instructing><Eligibility><Eligibility Determination><Environment><Etiology><Evaluation><Faculty><Fellowship><Fracture><Funding><Funding Opportunities><Future><Generations><Goals><Grant><Grant Proposals><Health><Healthcare><Healthcare Delivery><Human><Immunity><Immunochemical Immunologic><Immunologic><Immunological><Immunologically><Immunologics><Individual><Inequity><Infection><Infectious Disease Pathway><Infectious Diseases><Infectious Disorder><Inflammation><Inflammatory><Institution><Intervention><Intervention Strategies><Investigation><Investigators><Knowledge><Life Cycle><Life Cycle Stages><Medical><Medicine><Mentors><Mentorship><Methods><Modern Man><Modern Medicine><Modernization><Monitor><Morbidity><Morbidity - disease rate><NIAID><NIH><National Institute of Allergy and Infectious Disease><National Institutes of Health><Pathology><Pathway interactions><Patients><Pediatrics><Ph.D.><PhD><Physicians><Population><Position><Positioning Attribute><Preparation><Protocol Screening><R-Series Research Projects><R01 Mechanism><R01 Program><Research><Research Grants><Research Personnel><Research Project Grants><Research Projects><Research Training><Researchers><Residencies><SARS-CoV-2 epidemic><SARS-CoV-2 global health crisis><SARS-CoV-2 global pandemic><SARS-CoV-2 pandemic><SARS-coronavirus-2 epidemic><SARS-coronavirus-2 pandemic><Scholarship><Science><Scientist><Severe Acute Respiratory Syndrome CoV 2 epidemic><Severe Acute Respiratory Syndrome CoV 2 pandemic><Severe acute respiratory syndrome coronavirus 2 epidemic><Severe acute respiratory syndrome coronavirus 2 pandemic><Structure><Teaching><Teaching Method><Time><Training><Training Programs><Underrepresented Ethnic Minority><Underrepresented Minority><United States National Institutes of Health><Universities><Vocation><bone fracture><career><career aspiration><career development><career interest><career pathway><career track><causation><clinical training><clinical translation><clinically translatable><coronavirus disease 2019 crisis><coronavirus disease 2019 epidemic><coronavirus disease 2019 global health crisis><coronavirus disease 2019 global pandemic><coronavirus disease 2019 health crisis><coronavirus disease 2019 pandemic><coronavirus disease 2019 public health crisis><coronavirus disease crisis><coronavirus disease epidemic><coronavirus disease pandemic><coronavirus disease-19 global pandemic><coronavirus disease-19 pandemic><design><designing><developmental><disease causation><disparity in care><disparity in health><disparity in healthcare><experience><flexibility><flexible><health and care delivery><health care><health care delivery><health care disparity><health care inequality><health care inequity><health delivery systems><health disparity><health equity><health services delivery><healthcare disparity><healthcare inequality><healthcare inequity><human disease><improved><innovate><innovation><innovative><instructional practice><instructional strategy><interest><interventional strategy><lesson plans><life course><life span><lifespan><medical college><medical schools><mortality><multidisciplinary><new approaches><next generation><novel approaches><novel strategies><novel strategy><pathway><peer><preparations><prevent><preventing><programs><recruit><response><school of medicine><severe acute respiratory syndrome coronavirus 2 global health crisis><severe acute respiratory syndrome coronavirus 2 global pandemic><skill acquisition><skill development><skills><skills training><stem><teaching methodology><under-representation of minorities><under-represented minority><underrepresentation of minorities>