Claire F Verschraegen, Mia Hashibe, Ushma S Neill, William Pirl, Elizabeth Olson Hexner, Ann O'Connell
{"title":"NCI受奖者技能发展联盟（NASDC）：维持早期学术竞争力的成功新颖教育努力：第1部分- NASDC协调中心概述。","authors":"Claire F Verschraegen, Mia Hashibe, Ushma S Neill, William Pirl, Elizabeth Olson Hexner, Ann O'Connell","doi":"10.1007/s13187-025-02635-w","DOIUrl":null,"url":null,"abstract":"<p><p>The pilot National Cancer Institute (NCI) Awardee Skills Development Consortium (NASDC) was designed and funded by the NCI in 2019 to support a group of multi-institutional educational projects to help early-career NCI grantees remain academically competitive. Retention and academic competitiveness of early-career awardees are critical for advancing cancer research; therefore, NASDC sought to develop the next generation of leaders to meet the nation's biomedical, behavioral, and clinical cancer research needs. NASDC comprised a group of institutions supported through cooperative agreement awards issued by the NCI, including a U24 coordinating center (U24CC) to support logistics and evaluations and four institutional awardees to deliver evidence-based scientific and educational content (UE5 awards for research education projects [UE5]). The U24CC managed applications, conducted course evaluations, and facilitated the consortium's administrative structure. The consortium infrastructure consisted of a Governance Steering Committee with five working groups to manage the projects. A web portal was developed to help recruit eligible applicants to attend the courses. Each course was delivered five to six times over 3 years, and an evaluation system was implemented to assess outcomes within courses and across courses and cohorts. Originally intended to be in-person short courses, the COVID pandemic forced the projects to adapt to virtual platforms. NASDC aimed to build a stable pool of leading cancer researchers. NASDC successfully supported junior faculty NCI grantees by delivering evidence-based educational content, despite the COVID-19 pandemic. The intent of the program was implemented smoothly, and courses were delivered effectively. Although NCI did not reissue the program in 2021 for budgetary reasons, some of these courses are now funded by an R25 mechanism. This is the first in a series of papers detailing this program's outcomes.</p>","PeriodicalId":50246,"journal":{"name":"Journal of Cancer Education","volume":" ","pages":""},"PeriodicalIF":1.4000,"publicationDate":"2025-06-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"NCI Awardee Skills Development Consortium (NASDC): a Successful Novel Educational Effort to Maintain Early Academic Competitiveness: PART 1-Overview of the NASDC Coordinating Center.\",\"authors\":\"Claire F Verschraegen, Mia Hashibe, Ushma S Neill, William Pirl, Elizabeth Olson Hexner, Ann O'Connell\",\"doi\":\"10.1007/s13187-025-02635-w\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>The pilot National Cancer Institute (NCI) Awardee Skills Development Consortium (NASDC) was designed and funded by the NCI in 2019 to support a group of multi-institutional educational projects to help early-career NCI grantees remain academically competitive. Retention and academic competitiveness of early-career awardees are critical for advancing cancer research; therefore, NASDC sought to develop the next generation of leaders to meet the nation's biomedical, behavioral, and clinical cancer research needs. NASDC comprised a group of institutions supported through cooperative agreement awards issued by the NCI, including a U24 coordinating center (U24CC) to support logistics and evaluations and four institutional awardees to deliver evidence-based scientific and educational content (UE5 awards for research education projects [UE5]). The U24CC managed applications, conducted course evaluations, and facilitated the consortium's administrative structure. The consortium infrastructure consisted of a Governance Steering Committee with five working groups to manage the projects. A web portal was developed to help recruit eligible applicants to attend the courses. Each course was delivered five to six times over 3 years, and an evaluation system was implemented to assess outcomes within courses and across courses and cohorts. Originally intended to be in-person short courses, the COVID pandemic forced the projects to adapt to virtual platforms. NASDC aimed to build a stable pool of leading cancer researchers. NASDC successfully supported junior faculty NCI grantees by delivering evidence-based educational content, despite the COVID-19 pandemic. The intent of the program was implemented smoothly, and courses were delivered effectively. Although NCI did not reissue the program in 2021 for budgetary reasons, some of these courses are now funded by an R25 mechanism. 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NCI Awardee Skills Development Consortium (NASDC): a Successful Novel Educational Effort to Maintain Early Academic Competitiveness: PART 1-Overview of the NASDC Coordinating Center.
The pilot National Cancer Institute (NCI) Awardee Skills Development Consortium (NASDC) was designed and funded by the NCI in 2019 to support a group of multi-institutional educational projects to help early-career NCI grantees remain academically competitive. Retention and academic competitiveness of early-career awardees are critical for advancing cancer research; therefore, NASDC sought to develop the next generation of leaders to meet the nation's biomedical, behavioral, and clinical cancer research needs. NASDC comprised a group of institutions supported through cooperative agreement awards issued by the NCI, including a U24 coordinating center (U24CC) to support logistics and evaluations and four institutional awardees to deliver evidence-based scientific and educational content (UE5 awards for research education projects [UE5]). The U24CC managed applications, conducted course evaluations, and facilitated the consortium's administrative structure. The consortium infrastructure consisted of a Governance Steering Committee with five working groups to manage the projects. A web portal was developed to help recruit eligible applicants to attend the courses. Each course was delivered five to six times over 3 years, and an evaluation system was implemented to assess outcomes within courses and across courses and cohorts. Originally intended to be in-person short courses, the COVID pandemic forced the projects to adapt to virtual platforms. NASDC aimed to build a stable pool of leading cancer researchers. NASDC successfully supported junior faculty NCI grantees by delivering evidence-based educational content, despite the COVID-19 pandemic. The intent of the program was implemented smoothly, and courses were delivered effectively. Although NCI did not reissue the program in 2021 for budgetary reasons, some of these courses are now funded by an R25 mechanism. This is the first in a series of papers detailing this program's outcomes.
期刊介绍：
The Journal of Cancer Education, the official journal of the American Association for Cancer Education (AACE) and the European Association for Cancer Education (EACE), is an international, quarterly journal dedicated to the publication of original contributions dealing with the varied aspects of cancer education for physicians, dentists, nurses, students, social workers and other allied health professionals, patients, the general public, and anyone interested in effective education about cancer related issues.
Articles featured include reports of original results of educational research, as well as discussions of current problems and techniques in cancer education. Manuscripts are welcome on such subjects as educational methods, instruments, and program evaluation. Suitable topics include teaching of basic science aspects of cancer; the assessment of attitudes toward cancer patient management; the teaching of diagnostic skills relevant to cancer; the evaluation of undergraduate, postgraduate, or continuing education programs; and articles about all aspects of cancer education from prevention to palliative care.
We encourage contributions to a special column called Reflections; these articles should relate to the human aspects of dealing with cancer, cancer patients, and their families and finding meaning and support in these efforts.
Letters to the Editor (600 words or less) dealing with published articles or matters of current interest are also invited.
Also featured are commentary; book and media reviews; and announcements of educational programs, fellowships, and grants.
Articles should be limited to no more than ten double-spaced typed pages, and there should be no more than three tables or figures and 25 references. We also encourage brief reports of five typewritten pages or less, with no more than one figure or table and 15 references.
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