2007 — 2010 |
Tabor, Holly K |
K99Activity Code Description: To support the initial phase of a Career/Research Transition award program that provides 1-2 years of mentored support for highly motivated, advanced postdoctoral research scientists. R00Activity Code Description: To support the second phase of a Career/Research Transition award program that provides 1 -3 years of independent research support (R00) contingent on securing an independent research position. Award recipients will be expected to compete successfully for independent R01 support from the NIH during the R00 research transition award period. |
Ethical and Social Issues in the Study of Genetics of Complex Traits
[unreadable] DESCRIPTION (provided by applicant): The long-term objective of this Pathway to Independence Award (K99/ROO) is to train to become an independent researcher in bioethics with a strong interdisciplinary foundation in genetics and epidemiology. My research plan is to characterize ethical and social issues in genetic studies of complex traits and evaluate how and whether they differ from those in genetic studies of Mendelian traits. This research will enable current and future complex disease researchers and policy makers to understand and address these issues proactively. [unreadable] [unreadable] The specific aims of the Mentored Phase (K99) of this award are: 1) to obtain training in qualitative research methods, such as those used in cultural anthropology and oral history research, 2) to expand my training in ethics and my expertise in genetics, specifically current issues in genetics and ELSI issues from the genetics researcher perspective. These training goals will be accomplished through formal coursework and directed readings, participation in seminars and activities at the Stanford Center for Biomedical Ethics and the Department of Genetics, teaching activities and consultation with members of a multi-disciplinary advisory board. During the training period, I also will conduct pilot studies to ensure the successful transition to the Independent Investigator Phase of the award (ROD). [unreadable] [unreadable] The specific aims of the Independent Investigator Phase (ROD) of this proposal are: 1) through semi structured interviews, characterize and analyze the perspectives of genetics and epidemiology researchers and research advocacy group leaders on ethical issues in conducting complex disease research and on the construction of the meaning of genetic data for complex disease risk and identity; 2) through analysis of data from pilot studies, focus groups and surveys, characterize and analyze the perspectives of participants in large studies of Parkinson's Disease and autism about ethical and social concerns, including consent, return of results, sharing of samples and data, the meaning of genetic data, and potential benefits and harms; 3) develop, implement and evaluate a protocol for an "embedded ethicist" to work collaboratively with a team of researchers at the Veterans Affairs Cooperative Studies Program to proactively identify and address ethical and social issues in ongoing complex disease research. [unreadable] [unreadable] [unreadable] [unreadable]
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2021 |
Cho, Mildred K. Tabor, Holly K |
T32Activity Code Description: To enable institutions to make National Research Service Awards to individuals selected by them for predoctoral and postdoctoral research training in specified shortage areas. |
The Stanford Training Program in Elsi Research
In 2016, we established a T32 research training program at Stanford University to create independent ELSI scholars who can conduct rigorous research on ethical, legal, social or policy implications of genetics and genomics (ELSI). This program built on 10 years of experience in training ELSI researchers. With support of the T32 award, we have appointed 7 postdoctoral scholars into the program, all women, one Latina and one African-American. The goal of this renewal is to train 7 more postdoctoral fellows and to continue our successful contribution to the diversity and excellence of the ELSI research communities. Program: Multi- and interdisciplinary three-year postdoctoral training. A total of seven postdoctoral predoctoral fellows will have completed their training over the five-year award period. Trainees: PhDs and PhD candidates recruited from diverse backgrounds, including genetics, biological sciences and engineering, medicine, computer and information sciences, philosophy, health services research, anthropology, and other social sciences. Mentors: Multiple mentorship model, tailored to individual trainee needs and interests. Trainees are assigned a primary mentor responsible for overall development of the trainee?s plans, and secondary mentors assigned based on specific career, research methods, and topic area needs. Program Co-Directors: Mildred Cho, PhD, the current director of the research training program, will be joined by Holly Tabor, PhD as a Co-Director, bringing her experience in ELSI research and training. Program Faculty: 14 Program Faculty from 9 primary departments and centers, representing Schools of Medicine, Humanities and Sciences, Law, and Engineering who conduct ELSI-relevant research. Core Faculty members Holly Tabor, PhD David Magnus, PhD, Hank Greely, JD and Kelly Ormond, MS are experienced mentors in the program. Four new faculty were added, broadening the range of opportunities for ELSI research projects and methodological approaches for fellows. Education Program: Individualized training program for each trainee that includes core courses in bioethics, and human genetics, elective courses, and program-specific ELSI seminars, providing rich interdisciplinary interaction with faculty and trainees from this program and from other training programs. Career development opportunities include participation, research ethics and clinical ethics consultation, an award-winning grant writing academy and the opportunity to obtain a teaching certificate through Stanford University. Research Program: Mentored research by trainees will bring together faculty from diverse disciplines to identify and address important and novel ELSI issues through empirical or normative research. Trainees have numerous opportunities to conduct research as part of ongoing ELSI projects as well as to develop new ideas, and to present their research at professional meetings and publish in peer-reviewed journals.
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