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T4 - Translation to Communities - Part I (9:15)

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Introduction to Translational Science

罗彻斯特大学

4.1（24 个评分） | 2.4K 名学生已注册

Translational science seeks to speed up the process of moving research discoveries from the laboratory into healthcare practices. Numerous scientific and organizational roadblocks can act as obstacles along the path of translation and ultimately hinder the speed of progress in medical research. The National Center for Advancing Translational Sciences (NCATS) was established by the National Institutes of Health (NIH) to transform and accelerate the translational research process, with the intended result of getting treatments to more patients faster. The field of Translational Science aims to bridge these gaps by: Developing new approaches, technologies, resources and models Demonstrating the usefulness of new approaches, technologies, resources and models Disseminating the resulting data, analyses, and methodologies to the broad scientific community Introduction to Translational Science is an introductory course that provides students with a broad understanding of translational science, the types of research that are conducted under the translational science umbrella, and how this research impacts the public at large.The course will compare and contrast current impediments to clinical research with the potential of translational science and will include selected case studies from the University of Rochester.

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从本节课中

T4 - Translation to Communities and Participating in Clinical and Translational Research

The fifth lesson of Introduction to Translational Science provides an introduction to T4 research, which is research that translates findings from practices (T3 research) to communities, both domestic and globally. T4 research is often conducted through prevention and outcome studies, mass screening studies, and health policy studies.The sixth lesson of Introduction to Translational Science provides an overview of how interested individuals can participate in clinical and translational research; as an independent research, as a clinical research professional, and as a study volunteer. The final segment of the module demonstrates what a typical study volunteer will encounter if they are selected to participate in a clinical trial.

T4 - Translation to Communities - Introduction (9:30)9:29

T4 - Translation to Communities - Part I (9:15)9:15

T4 - Translation to Communities - Part II (10:09)10:09

T4 - Translation to Communities - Part III (7:43)7:43

T4 - Translation to Communities - Part IV (6:58)6:58

T4 - Translation to Communities - Part V (9:04)9:03

教学方

Martin S. Zand, MD, PhD
Professor of Medicine – Nephrology

脚本

[MUSIC]

The truth is some time after I started graduate school, so

not when I started grad school.

I think grad school was more exploratory for me.

It was sort of like am I going to enjoy this?

I don't know, I did some research in undergrad that

honestly I was not in love with.

But when I got to grad school, I was very lucky.

I started in a lab right around the time that HIV was discovered.

So I was starting my PhD in 1984.

And so that turned out to be a very exciting time

to be involved with a completely new virus that people knew very little about.

And so that opportunity was really life changing, as the phrase goes.

The mission of the CFAR, that's the Center for AIDS Research, it's one of 18 centers

of its kind in the country, so relatively small group of these centers nationally.

And it really reflects the high quality of AIDS research that we have

here at the University of Rochester.

And so the goal of that is really to better support those researchers and

add to that group of people.

So the idea that NIH is very interested in is sort of how do we bring in people who

don't already work on HIV and

maybe interest them in something that relates to the work they do?

So, for example, people in cardiovascular research.

That's a very relevant area because people with HIV have a much elevated

incidence of cardiovascular related disease that Is not well understood.

And it's not necessarily related to the medications they're taking but

more to inflammatory effects of the viral infection in the first place.

Another example would be people in the field of aging.

If you look at population of HIV infected individuals in the U.S. right now, they're

of course aging because the antiretroviral meds have really been an absolute

literal life saver for hundreds of thousands of people in this country.

So they've really transformed the disease in the US.

And really, in fact, in most, much of the world, not everywhere, but

a surprisingly large part of the world.

And they've transformed that then into a chronic disease that is manageable.

But with that come diseases associated with aging, and they're superimposed on

individuals who suffer from at least some level of chronic inflammatory state,

we think, that accelerates the ageing process in some regards.

So that, again, is another very relevant area where people

are already working on ageing, but getting them interested in HIV.

It becomes a very important issue in terms of increasing the quality of care

over time.

And earlier than that, understanding the sort of underlying biology and

the underling nature of what's actually going on in the disease.

Again, with HIV, it was that chance to be really on the ground floor of something

new so that there's a lot of complicated reasons why HIV was compelling to me.

So there's the scientist part, right?

And that's sort of like this is a complete black box.

And that's very unusual.

Right now, Zika is a little bit of a black box.

Not to the same degree that HIV was, I think.

So there was a piece of that that was just intrinsically appealing to any scientist.

There's a piece of the sort of societal value,

that HIV remains a very stigmatized condition.

And back in the early '80s it was even more stigmatized,

a lot more stigmatized than it is now.

And so there was a sense of sort of being

Being in that line of work almost felt like it was connected to

social justice in some sense, and that was important to me.

Then sort of looking at creating a center to focus on AIDS research here at the U of

R, there's a couple of reasons for that.

One was the idea that you sort of want to bring people together.

So one of the things that's really worked well has been to bring people together

across the campus and to bring people together from clinical and basics.

So it's really built some very effective relationships

between our basic scientists and our clinical scientists.

And that would not have happened without the CFAR.

It's brought new people into the field who weren't working on HIV before.

And so those things have really been enormous positives.

I think for myself, many years ago when I was a junior faculty member, I was

very interested in studying a CFAR and I went to talk to the high ups at the time.

Not the Dean, but people who were high up in our infectious disease division.

And they were clearly not interested in doing this at the time.

And I remember feeling very frustrated about that.

And so, when things changed later and

I found myself more in the position where I could make this sort of thing happen,

I didn't want to lose the opportunity to do it.

So that's a piece of it too.

It's sort of like there's an opportunity

to be able to bring people together in this way.

And I would say that the other piece has been that it's actually been,

it's a surprising amount of fun to bring people together.

You sort of think about new projects,

you think about what it is we want to maybe do that we couldn't otherwise do.

And so, for example, we have a project with Martin Zand right now that

really is trying to apply data science to improve the quality of care for

people living with HIV.

But approaching that initially as a research question and

really getting into that space.

We don't have anybody really applying data science to HIV in that regard

in clinical care or related aspects.

And so that's something that we can do with the CFAR

that we couldn't do otherwise.

We have another project right not that's, I would never have imagined taking on.

We have an artist in residence.

So she's going to be working for six months with the CFAR actually creating

portraits of people, and getting those out in the community, really engaging with

the community, and engaging even with the community across the campus here with

some of the groups over on river campus with psychiatry, with medical humanities.

So a whole range of groups coming together that, again, we would never have thought

of doing had we not had the CFAR and the ability to sort of draw things together.

At some level, I guess I see it as

obviously work that falls somewhere in that interface between basic and clinical.

And so it can be work that really may be basic in nature, but

is very much has as its end goal doing something of clinical relevance.

So, for example, if you were developing a new drug for some aspect

of HIV related illness, and a couple of our faculty are actually doing that.

Then the early stage of that work might be basic science.

You might be unraveling the pathways that are relevant to pathogenesis or

relevant to some underlying condition.

Once you've identified the pathway, then intervening in that pathway,

developing a small molecule inhibitor or some other approach.

That, to me, is a transitional space because you've moved past

the basic science.

You understand the mechanism involved.

Now you're trying to target the mechanism and figure out can you manipulate that?

And if you can, can you develop something with therapeutic potential?

And then you sort of move over into the clinical space once you do have something

that is able to be clinically evaluated.

But there's a whole lot of things that are either in a translational or

a pre-clinical space.

For example, if you're going to do drug development,

you have to do a lot of preclinical safety tox testing.

That's certainly not basic science.

It's somewhere in a translational space.

It's not clinical because it's on the path to get to clinical, but

it's a do not pass go.

So you have to do the safety tox testing, you have to get an IND.

And you, in fact, there's also another piece in there that you,

if you're really serious about developing a new small molecule or new device or

anything like that, you also have to probably start a company.

License your IP if you're not starting a company.

And get some kind of investment, either partnering with a larger company, but most

likely you're trying to draw investment in your own small startup company initially

because that's kind of the way that many things have developed these days.

So it puts you in a very interesting space,

some of the time in an academic setting, but

some of the time actually outside of an academic setting or partnered.

An academic setting partnered with a more entrepreneurial,

small business-type entity.

[MUSIC]

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