Developing a 21st Century Neuroscience Workforce Workshop Summary (2015) / Chapter Skim
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4 Training in Transdisciplinary Research
4 Training in Transdisciplinary Research
Pages 43-56
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From page 43... ...
. • Opportunities for transdisciplinary training come from a variety of sources, including National Science Foundation grants and BRAIN Initiative short courses (Ferrini-Mundy and Litt)
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Finally, Dennis Choi, director of the Neurosciences Institute at Stony Brook University, called for improving collaboration between basic neuroscientists and clinicians. DEFINING TRANSDISCIPLINARY NEUROSCIENCE Steward challenged participants to think about the requirements for successful transdisciplinary collaborations and what impact those requirements can have on training students.
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More importantly, graduate students need to be trained in how to do rigorous science (as noted in Chapter 3) and establish effective transdisciplinary collaborations.
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Several workshop participants stated that separate tracks might allow for more focused courses -- and possibly less overall class time for trainees -- and might encourage the development of mini-courses that address particular problems in a certain subspecialty. Potential tracks that could be created in graduate neuroscience programs include electrophysiology, optical imaging, fMRI, cellular and molecular neuroscience, translational neuroscience, neuroengineering, theory and modeling, and systems neuroscience.
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One way to do this is to convince academic departments and funding agencies to assign collaborative projects more weight when making decisions about promotions and grants, akin to the suggestion for the sharing index and the data citation mentioned in Chapter 2. NIH, for its part, has begun to recognize the importance of taking risks to encourage interdisciplinary research with the advent of its Common Fund High Risk, High Reward program,1 which supports the Early Independence Award,2 the New Innovator Award,3 the Pioneer Award,4 and the Transformative Research Award.5 Initiatives for Cooperative Science Transdisciplinary collaboration was a vital part of the discussion among the NIH BRAIN Initiative Working Group, according to Sejnowski, a member of the working group.
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. Finally, Sejnowski mentioned the imperative for transdisciplinary research held by another science initiative of which he is also an organizing member, the National Academies Keck Futures Initiative (NAKFI)
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OP PPORTUNIT TIES FOR TR RANSDISCIIPLINARY T TRAINING Thhroughout thee workshop, several particiipants discusssed a number of opporttunities to sup pport transdissciplinary traiining, to incluude incorporaating coourses about collaboration c in neurosciennce graduate programs. D Descriptions of a few w of these funding oppportunities annd courses aare providded below.
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SOURC CE: Terry Sejnowski presen ntation, Salk Innstitute for Biological Studiies, Octobeer 28, 2014. NSF Research Traineeeships NRRT7 supports the developm ment of innovvative traininng programs ffor teams of graduate students within a single uniiversity or insstitution arounnd a cross-disciplinaryy theme relatted to nationnal research ppriorities.
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BRAIN Initiative Short Courses In recognition of the critical role cross-disciplinary research will play in developing the next generation of tools and computational approaches for studying the brain, the NIH BRAIN Initiative plans to sponsor short courses9 for training graduate students, medical students, postdoctoral scholars, medical residents, and/or early-career faculty. Courses will be offered to neuroscientists as well as to scientists from other disciplines.
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Project examples include modeling visual cortex orientation tuning columns, controlling robot arms driven by motor units, classifying speech, and designing cochlear implants. CROSS-TRAINING IN CLINICAL NEUROSCIENCE Despite the historic intersection between neuroscience and clinical science, there is little cross-training between the two disciplines, said Choi.
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the interface represents the necessary experimental platform for investigating, and ultimately understanding, the human mind. Although the clinical dimension in neuroscience training has been around longer than more novel and emerging dimensions, such as genetics, engineering, and informatics, Choi noted that basic neuroscience training typically provides limited exposure to principles of clinical medicine, clinical research, and overall disease biology.
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coursework to go into their clinical training. Landis asked whether there was a special role for them, given that in principle they could speak to both communities (neuroscience and clinical science)
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o Journal clubs focusing on the critical analysis of key papers. • For both neuroscience and clinical students: o Build interdisciplinary and interdepartmental teams around shared clinical research or clinical care goals, involving both M.D.s and Ph.D.s (e.g., Parkinson's disease centers)
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