UM KUHR Detailed Training Program

The overall objective of the proposed UM KUHR program is to inspire and provide junior investigators and trainees with the necessary technical skills across the translational spectrum so that they can initiate an independent research program with a focus on the development, evaluation, treatment, and prevention of kidney, urologic and hematologic diseases.  We will accomplish this through close mentorship, formal didactic coursework and completion of independent research and integrated training, professional development, and networking. Reflecting the multidisciplinary nature of the translational research at UM, this two-year program (with optional 3rd year) includes an expansive list of participating units. The core participating administrative units include: 1) Program Clinical Units: Divisions of Nephrology, and Hematology/Oncology, and the Department of Urology, 2) Degree Granting Units: Department of Computational Medicine and Bioinformatics, Department of Learning Health Sciences, Institute of Health Policy and Innovation, and School of Public Health, 3) Professional Development Units: Program in Biomedical Sciences, Medical Scientist Training Program,  and the Michigan Institute for Clinical Health and Research. In addition, over 30 other collaborative units at UM are also represented including but not limited to the: Biomedical Research Cores, College of Engineering, Life Sciences Institute, School of Nursing, and College of Pharmacy. The program is based on the research interests and expertise of a diverse and committed multidisciplinary team of 72 Program Faculty Preceptors. Both predoctoral and postdoctoral (MD, MD/PhD, PhD) trainees will choose from one of two training tracks: 1) Basic/Human Discovery or 2) Clinical/Health Services Research and will spend the first year receiving focused didactic training specific to their chosen track. In addition, all trainees will work on an independent research project under the supervision of a program faculty preceptor which they will execute and complete during their second year.  The goals for the program are to ensure that each trainee will develop skills in 1) research methodology, 2) identification of testable hypotheses that address important clinical questions, 3) turning novel research ideas into hypothesis-driven aims that are scientifically sound, 4) developing the necessary oral and written communication skills to promulgate the conclusions made and 5) producing a successful grant application in a mentored setting.  Each trainee will be supported on average for 2 years. After completion of the UM KUHR, trainees should be prepared to pursue independent academic careers in Kidney, Urology and Hematology research.

The Divisions of Nephrology and Hematology and the Department of Urology, in conjunction with many talented and dedicated faculty members from various other participating units at the Medical School and other affiliated schools, have an impressive array of basic/translational and clinical/health services research resources at their disposal. This strong multi-disciplinary team approach creates an enriching and stimulating environment for trainees in this TL1. The available resources are critical to ensure that our trainees have the essential foundations across the spectrum of translational research to become successful independent investigators and have the capacity to ask and answer clinically meaningful questions. We believe this program at UM will be the only one in the State of Michigan and is well poised to train future leaders in academic KUH research. Our new TL1 program derives from the well-established T32 training programs and our prior trainees have successfully launched their independent research careers. 

Division of Nephrology: The Division of Nephrology, with 66 faculty members, is actively involved in a wide range of research areas and is recognized as having research programs that are at the forefront of science. Research funding for kidney disease research has grown substantially over the past decade, even while most other research programs have plateaued or decreased.  Research funding doubled from FY2010 to FY2020 with direct annual research costs increasing from $8.7M to ~$17M.  Recent major awards led by the Kidney Program include: Chronic Renal Insufficiency Cohort (2018; Rao, PI); U24 CureGN Data Coordinating Center (DCC; 2019; Kretzler, Robinson, Gipson PIs); Veterans Affairs U54 Nephrotic Syndrome Study Network (2019; Kretzler, PI); U2C Kidney Precision Medicine Tissue Interrogation and DCC in 2017 (Kretzler, Hodgin; PIs); Centers for Disease Control and Prevention (CDC) CKD Surveillance (2021, Saran, PI), Centers for Medicare and Medicaid (CMS) end-stage renal disease (ESRD) Measures Project (2019, Messana, PI), CMS Oversight Project (2021, Messana, PI) , AHRQ funded Primary Care Involvement in ESRD Seamless Care Organizations (ESCOs) and the Quality and Costs of Care for Patients on Chronic Dialysis (2020; PIs Drs. Shahinian, Hirth, Hollingsworth) and Juvenile Diabetes Research Foundation Center of Excellence for Diabetes Complications (2019; Multi-PI program project which includes Pennathur, Kretzler and Pop-Busui). These large-scale multi-investigator research programs along with the many individual research grants and projects ensure that trainees interested in virtually any kidney research topic or approach will find fertile ground for training.  

Department of Urology: Urology, composed of 49 full-time faculty members, is an internationally recognized leader in research. In FY2018, the Department received $8 million in external research funding and ranked 4th in NIH support among all Urology departments in the country. Faculty members have made significant contributions to our understanding of the biological underpinnings of urologic disease and treatment.  As one of six sites designated by the NIDDK for the Lower Urinary Tract Dysfunction Research Network (LURN; PI Dr. Clemens), one of six discovery sites for the Multidisciplinary Approach to the Study of Chronic Pelvic Pain (MAPP) Research Network (PI Dr. Clauw) and a previous site for the George M. O’Brien Urology Research Center, the Department of Urology and its affiliated research training units stand out among our peer Urology programs in benign urology research. Health services research performed in the Dow Division of Health Services Research includes but is not limited to: NIDDK funded Urological Complications of Diabetes (UroEDIC; PI Dr. Sarma) and Real-World Effectiveness of Preventive Pharmacological Therapy for Patients with Kidney Stones (PI Dr. Hollingsworth). The Dow Division of Health Services Research also hosts several large national data sources that are available to the trainees and runs the Health Services Research Symposium, a national biennial event held at the UM. Funded research among departmental faculty covers a diverse range of topics along the discovery continuum. The wealth of research among faculty provides a rich and healthy learning environment and offers opportunities necessary for training future academic urologists. 

Division of Hematology: In the Department of Internal Medicine, the Division of Hematology/Oncology is the largest subspecialty administrative unit, led by Dr. Pavan Reddy as Division Director. The Division is comprised of 60 full time tenure and clinical track faculty, 19 research track faculty, and 20 subspecialty trainees. In FY2020, the Division received $25 million in external research funding from both federal and non-federal sources. The faculty members have contributed to the development of outstanding programs in molecular hematology genetics, inflammation, hematopoiesis and hematopoietic transplantation, hemostasis/thrombosis and vascular biology, and experimental therapeutics. The following multidisciplinary grants were recently awarded in the Hematology domain including P01 award (Dr. Engel, PI) which focuses on new therapeutics for sickle cell disease, OT2 (Dr. Morrissey, PI) which focuses on hematological complications of COVID-19 and P01 award (Dr. Reddy, PI) that focuses on host and microbial metabolism in graft versus host disease. The many programs in this division offer significant opportunities for training in benign hematology research.   

Research Training Activities at the University of Michigan: The UM Medical School has 28 active training grants with overlapping faculty preceptors with the proposed TL1; most of these, support only pre-doctoral or post-doctoral exclusively (13 and 17, respectively) and one supports only short-term trainees. Three of these training grants currently exist in the Department of Urology and Division of Hematology: 1) UOTP T32 Urologic Oncology Training Program, 2) UroEPI K12 Career Development Program in Urologic Epidemiology and 3) BOXER T32 Molecular/Translational Hematology Training Program. It is important to note that there is no overlap between the existing UOTP T32, BOXER T32 and UroEPI K12 grants and the proposed TL1 grant.  The UOTP and BOXER T32 training grants are limited to or focused on urologic and hematologic oncology topics and postdoctoral trainees, respectively. The UroEPI K12 is designed to train junior faculty to study the epidemiology of benign urological conditions. The UroEPI K12 and proposed UM KUHR TL1 are in fact complementary programs, as the K12 program offers the opportunity for TL1 graduates who are successfully recruited to UM with a seamless path forward to obtain additional research support while in pursuit of individual K and R awards. This unique offering, therefore, provides continuity, programmatic integration, and a long-term “research training home” at UM designed to strategically launch our trainees. The proposed UM KUHR TL1 is designed to study benign kidney, urologic and hematologic disease disorders and has a broad focus across the translational spectrum from T0 to T4 research, encompassing all aspects of basic/translational and clinical/health services research and includes both predoctoral and postdoctoral MD and/or PhD trainees. The training resources at the UM Medical School are complementary not competitive, and interdisciplinary efforts across training mechanisms will be encouraged. 

The training program includes two years of postdoctoral or predoctoral research training for MD, PhD or MD/PhD candidates in state-of-the-art kidney, benign urology, and hematology research across the entire translational spectrum. Trainees will be admitted for a period of two years with some flexibility for increased training time to include a third year exercised on approval by the Selection and Monitoring Committee. This will accommodate differences in trainee preparedness and progress. We have divided these research opportunities into two broad research tracks: 1) Basic/Human Discovery Research Track which includes the following themes: basic mechanisms of cell, developmental and molecular biology, and model organisms; systems biological and other translational discovery studies; and computational biology and bioinformatics; and 2) Clinical/Health Services Research Track which includes clinical studies, epidemiology, health services research and implementation science. The major goal of the training is to prepare trainees to pursue academic careers as independent investigators in KUH areas. We are seeking funding for six trainee positions per year. We believe the request for six trainee positions is justified: 1) we have been very successful in training and fostering the development of MD, MD/PhD scientists who remain in successful academic careers, 2)  UM research funding for KUH disease has increased substantially over the past five years creating new opportunities for training, 3) with the advent of precision medicine (precision discovery, diagnosis, therapeutics and implementation), opportunities to expand training in cross-disciplinary areas (systems biology, bioinformatics, implementation science) becomes important and 4) we will be substantially broadening the pool of potential trainees by seeking applicants beyond the typical clinical fellows - to include both pre and post-doctoral candidates, candidates in other divisions/departments (e.g. endocrine fellows with interest in diabetic kidney disease), candidates in other Schools (e.g. School of Nursing), and candidates from other institutions in our regional network. The goal of the program is to balance not only the representative disciplines across the number of trainees (2 kidney, 2 urology, 2 hematology) but also across the translational spectrum (3 Basic/Human Discovery Science, 3 Clinical/Health Services Research). Importantly, the quality of the applicant is paramount in our ability to maintain our strong record of successful trainees. The Selection and Monitoring committee will be tasked to consider both the quality of the applicant as well as the consideration of the balance of the training pool with the goal of achieving the balance during the award period (to explicitly achieve this a scoring system will be implemented that includes additional points for candidates with domain or scientific expertise not represented in current or prior trainees). The purpose of this TL1 training program is to provide academic and professional development for trainees that will serve as a springboard for independent investigation in Nephrology, Urology and Hematology. The program is structured around a research project supervised by a mentorship team and a required core curriculum and will consist of five training activities: 1) Pre-Training Orientation Introduction, 2) Didactic Training Curriculum, 3) Integrated Training Activities, 4) Individual Research Activities, and 5) Responsible Conduct of Research Training.  Importantly, TL1 clinical trainees will have limited clinical responsibilities during the training period to ensure full time research activity of at least 40 hours/week.

Pre-Training Introductory Orientation

With the assistance of the Program Leads and the Selection and Monitoring Committee, trainees are expected to identify their mentoring team by the end of their first three months of training.  Primary preceptor selection will involve discussions with the Program Leads to seek the best fit for the trainee depending on research interests. Trainees will select from the participating program faculty preceptors who share similar interests after discussions with each of the potential preceptors. Selection of research area and primary preceptor early in the program will facilitate research project development and accelerate integration into the training program. Trainee research projects will be chosen following discussions with the primary preceptor. Secondary preceptors will be assigned to the trainee’s mentoring team based on discussions with the Program Leads and primary preceptor, and nature of the research proposal. Each trainee will then develop a three-page NIH style proposal of the research plan which includes the hypothesis to be tested, the aims and objectives of the work, and a summary of the methods to be employed within the first six months of matriculation to the training program. The proposal will be reviewed by the mentoring team and the Selection and Monitoring Committee for approval. If approval is not obtained, revisions will be requested until the proposal is approved. The research plan will be judged with regards to scientific merit, relevance to Kidney, Urology and Hematology domains and feasibility of completion within the timeframe of the program. Trainees will be required to obtain approval from the Institutional Review Board (IRB) for all human subjects related protocols and the appropriate Animal Protocol approvals as well. While trainees will not be limited to a single project, this proposal will serve as the capstone project to be completed by year 2.

Didactic Training Curriculum

Each trainee will work under the close guidance of their preceptor with daily input as they develop expertise with the scientific method, experimental design, methodology and other approaches to problem solving, and the interpretation of data. This requires formal didactic training and coursework which will be defined based on the trainee’s background, nature of research proposal and anticipated research focus. In most circumstances, coursework can be completed in the first year of the TL1 program and will lead to conferral of a degree. While all formal degrees include exposure to appropriate computation methodology, basic exposure to computational methodology at the cutting edge of technology across disciplines will also be included in the lecture seminar series and advanced training can be pursued under the Specialty Training option offered by the Professional Development Core. Degree options for the various tracks include:

• Basic Science/Translational Research Track: Trainees who desire a basic science research focus (T0) and who have not had extensive prior training in laboratory research can apply for a position in the Postdoctoral Research Training Program. This program has been in place for 30 years and led by program faculty preceptor Dr. Stephen Weiss with specific emphasis on training physician scientists. The trainees are provided with brief exposure and background to standard molecular and cellular techniques. The course encompasses a seven-week period divided into two categories: 1) cell biology and biochemistry and 2) molecular biology and genetics. These two sections will be introduced by a core of seven faculty members who are chosen from the Departments of Pathology, Genetic Medicine, Molecular and Integrative Physiology, Microbiology and Immunology, Cell and Developmental Biology, Internal Medicine, and the Life Sciences Institute. The program is designed to allow each of the core faculty members to spend one uninterrupted week with the participants, during which time they are immersed in a combination of didactic and laboratory exercises. In part, the program is constructed to provide a basic framework of knowledge in a variety of disciplines. More importantly, the program is designed to introduce the trainees to the methods of scientific thought, inquiry, and analysis via the presentation of specific research topics. To accomplish this goal, each of the faculty will analyze, in depth, a key question within their field of expertise.

• Trainees who desire a more tailored basic science research focus (T0) and who would prefer to pursue a formal master’s degree rather than enroll in the comprehensive Postdoctoral Research Training Program described above can enroll in any of the following one-to-two-year programs offered at the UM Medical School: Biochemistry, Biomedical Engineering, Genetic Counseling, Human Genetics, Pharmacology, Microbiology & Immunology or Physiology. 

• Trainees interested primarily in T1-2 translational research with specific emphasis on computational or systems biological approaches can enroll in the Bioinformatics Master’s Program of the Department of Computational Medicine and Bioinformatics (DCMB), which is led by Chair Dr. Brian Athey. They will also be required to carry out a mentored project in a laboratory of their choosing. The program focuses on training students in four core subject areas; these include Introductory Bioinformatics, Computing and Informatics, Probability, Statistics, and Molecular Biology. In addition, trainees will be required to complete at least two major courses in advanced bioinformatics and/or computational biology in which they will apply the skills of computing and statistical analysis to a biological or medical problem. Integrated with the formal didactics will be training in the laboratories of program faculty preceptors that will provide an opportunity to employ acquired theoretical knowledge to ongoing systems biology research. 

• Clinical/Health Services Research Track: Trainees interested in clinical or epidemiologic research (T2-4) can enroll in the Master of Science in Clinical Research Design and Statistical Analysis (MS CRDSA). This program offered by the Biostatistics Department at the School of Public Health was developed to provide a means for clinicians and other health related professionals to develop expertise in research design and statistical methods. This program has been very successful over the past 30 years in providing the necessary clinical, epidemiology, statistical and outcomes research tools needed for fully informed T1-4 research. The program provides concepts and methods that relate to the purposes of clinical research, clinical epidemiology, clinical trials, program evaluation, and technology assessment. Research design concepts include the traditional approaches to the scientific method: the concepts of validity, reliability, and causal relationships, the role of randomization, standards for comparison, and sampling, as well as other recently developed methods of approaching decisions about research outcomes such as decision analysis and cost-utility analysis. The data collection methods deal with instrumentation, questionnaire construction, nonreactive measures, survey techniques, qualitative data, measurement and standardization problems, concepts and criteria of normalcy, and disease and diagnostic criteria. Statistical techniques for estimation and hypothesis testing are presented. Trainees learn computer skills and concepts, including data file management, data organization, and use of statistical packages. Many of our faculty received this degree and virtually all trainees from our previous Kidney and Urology T32s who have gone on to careers in these areas have completed this program. 

• Master of Science in Health and Health Care Research (MS) is a one-year program designed for clinicians who want the opportunity to learn about health policy, the sociocultural determinants of health, and an array of quantitative and qualitative methods relevant to health services research. Led by Dr. Rod Hayward, Program Faculty Preceptor and Director of the Institute for Health Policy and Innovation Clinician Scholars Program, a minimum of 32 credit hours is required for the MS degree: sixteen credits taken in both fall and winter terms and includes course work involving 1) research design and analysis, 2) research on health care delivery, financing, and policy, and 3) social and cultural aspects of health and society. 

• For trainees interested in implementation science, we will offer our trainees new cross-disciplinary training through the Master of Science in Health Infrastructures and Learning Systems (MS HILS) led by Dr. Gretchen Piatt, Associate Chair for Health System Innovation, Department of Learning Health Systems (DLHS; see letter of support from Dr. Charles Friedman, Chair DLHS). This program is designed to train researchers in full learning cycles to understand needs of communities and systems, data acquisition, aggregation, analysis, and translation into knowledge, which then is managed and stored in ways that support the provision of care, and implementation into practice. It remains the only master’s program in the United States providing a comprehensive program in learning health sciences, which are organizations or networks that continuously self-study and adapt using data and analytics to generate knowledge, engage stakeholders, and implement behavior change to transform practice. Courses include Exploratory Data Analysis for Health, Knowledge Representation and Management in Health, Implementation Science, Health Infrastructures, Natural Language Processing on Health Data and Research Methods in Learning Systems among others. Graduates will be skilled in applying data science principles and techniques to problems in health and health care systems, both nationally and internationally. 

• Training Specific for Predoctoral PhD Trainees: Predoctoral PhD (post candidacy) trainees will have completed all relevant coursework in their respective doctoral programs prior to entering the TL1 training program. Consequently, additional degree conferring coursework is not required. However, PhD predoctoral candidates are welcome to supplement their didactic training by attending other courses, workshops or conferences that enhances the translational aspects of their research. The trainee will work with their mentoring team/thesis committee and the Selection and Monitoring Committee to choose courses/electives that expand knowledge content of their research interest, setting specific competency goals. 

Integrated Training Activities

Participation in integrated training activities is required for all trainees and includes research-in-progress seminars, journal clubs, clinical and scientific conferences described below. Additionally, all trainees will be required to complete an innovative and comprehensive curriculum designed to enhance leadership, team building, and career development offered by the Professional Development Core. Finally, multiple opportunities for both vertical (other scientists in their discipline) and horizontal (across discipline in broader program) integration both within UM and with our Regional Partners will be available for all our trainees as outlined in the Networking Core. 

Seminars, Journal Clubs, Conferences: During the training program, trainees will be encouraged to present their research progress, on at least a monthly basis, at their division or department research conference. The trainee will also be expected to participate in clinical conferences/seminars/Grand Rounds conducted within their respective division/department which are designed to provide the trainee with exposure to clinical Kidney, Urology or Hematology topics. Continued exposure to clinical discussion is considered important to generate research ideas for the trainees. All trainees will also participate in respective journal clubs which serves not only to review current literature but also incorporates lectures on critical evaluation of the literature.  In addition to these vertical integration activities described above, the Networking Core will promote horizontal integration where the trainees in UM KUHR interact across disciplines. The program will establish a monthly UM KUHR Seminar Series for our trainees. This seminar series will not only have trainees present but will also allow networking with partner institutions and past trainees. One group of speakers will be the trainees themselves to provide updates on their research progress. We will also invite trainees at other levels including K level scientists.  Michigan has a robust K training program with 40 K08/K23 recipients in the medical school. We will also be inviting past trainees who are currently faculty at outside institutions. Finally, all trainees will attend the National U2C Network Annual Retreat which will facilitate interaction across all U2C programs nationally.

UM KUHR Annual Regional Research Retreat: All trainees will be required to attend the UM KUHR Annual Regional Research Retreat which will be a one-day symposium where all preceptors and trainees meet, present ongoing work, and discuss progress. The discussions will be robust, and the trainees and preceptors will get feedback on research progress, scope, and future plans. The retreat is not only a venue for presenting polished results but will also serve as a sounding board for new ideas and a resource for troubleshooting problems with projects. The scientific presentations will be open to all faculty and trainees, within the institution and across the region as well as those that are not part of the TL1. 

Integration of Non-UM Trainees: In addition to regional offerings, all non-UM trainees will be encouraged to participate in relevant UM seminar series, professional development activities and the UM KUHR Annual Regional Research Retreat. While in person attendance to the activities will be encouraged, virtual participation will be facilitated for all activities for all regional trainees. In addition, regional faculty will be highly encouraged to participate in UM trainee mentoring teams and UM faculty will also be included on all regional trainee mentoring teams to ensure collaboration and integration between faculty from various sites. 

Individual Research Activities

Individual Development Plan: Trainees in consultation with their preceptor will create and maintain their own Individual Development Plan. Although many versions of Individual Development Plans exist, the program will recommend that trainees use the Individual Development Plan created by the American Academy for the Advancement of Science. This web-based career planning tool will help trainees define and pursue their career goals. It consists of the following four steps: 1) evaluation of skills, values, and interests, 2) exploration and evaluation of career opportunities and identification of preferred career and alternative option, 3) setting of specific goals to prepare for aspired career paths, and 4) discussion of goals and strategies with primary preceptor to put plan into place. Trainees will be asked to review their plan with their mentoring team on an annual basis to ensure that they are meeting their goals. 

Individual Research Project: As part of the application process, it will already be expected that prospective candidates have proposed a potential research plan. Early after starting the training period, trainees will work closely with their preceptors to finalize an area of research and develop a formal NIH style research proposal.  This will be submitted to the Selection and Monitoring Committee. The draft will be reviewed for appropriateness, feasibility, and relevance. If the proposal is rejected, feedback to the trainee and preceptor will be provided including reason(s) for rejection. Submission of another proposal will be required. After a proposal has been approved by the Selection and Monitoring Committee, the trainee will appear before the committee to defend his/her proposal. After a successful defense, the trainee will address any issues brought up during the review process and prepare for project commencement. This will include obtaining approval from the Institutional Review Board for all human subjects and Animal studies (if applicable). While the trainee will not be limited to a single project or a single preceptor, one project will be identified as the main project that is to be completed by the end of year 2. It will be the responsibility of the preceptor and the Selection and Monitoring Committee to ensure that the trainee focuses their efforts into the proposed research project. At the end of year 2 or shortly thereafter, the trainees will be required to present their findings at a regional or national meeting and to have a report based on their project submitted to a peer-reviewed journal. Preceptors in the program will maintain weekly contact with trainees to ensure that their research remains focused and guided. Finally, the individual projects will be presented at the UM KUHR Annual Regional Research Retreat, allowing for feedback on progress, novelty, and scope of the project. 

Responsible Conduct in Research Training 

All trainees will be required to complete Responsible Conduct in Research Training. This training will be administered by the Professional Development Core and includes the following activities: 1) Responsible Conduct of Research Training, 2) Rigor and Reproducibility Training 3) Professional Development Activities and 4) Specialty Training, 5) Pedagogical Training in Teaching. Specific activities and offerings within each of these categories are outlined briefly below with details specified in the Professional Development Core.

• Responsible Conduct of Research Training: UM requires the highest level of research integrity from its faculty, staff and students and is committed to fostering an environment of responsible conduct of research. Trainees will be required to complete the following training as mandated by the UM Research Ethics and Compliance Office: 1) Program for Education and Evaluation in Responsible Research and Scholarship (PEERRS): The UM Office of Research designed an online web-based program of education, evaluation and documentation for research ethics and integrity that cover the following areas: 1) Foundations of Responsible Research Conduct, 2) Research Administration, 3) Conflict of Interest, 4) Research with Human Subjects, and 5) Research with Animal Subjects. 2) Research Responsibility and Ethics Training (PIBS 503): Offered by the Office of Graduate and Postdoctoral Studies, PIBS 503 is a credit bearing course designed to provide trainees an awareness and application of established professional norms and ethical principles in the performance of all activities related to scientific research.  Eight hours of face-to-face instruction include the following topics: 1) Fraud, Fabrication, and Plagiarism, 2) Data Storage, Ownership, and Peer Review, 3) Animal Use and Care, 4) Human Subjects Research and IRBs, 5) Conflict of Interest, 6) Research in the Global Workplace, 7) Dual Use Issues, and 8) Face-to-face discussion with PI about ethical practices particular to project/laboratory. 

• Rigor and Reproducibility Training (PIBS 504): Also offered by the Office of Graduate and Postdoctoral Studies, PIBS 504 is a one-time two-hour seminar that per NIH requirements provides information on: 1) Transparency in Research, 2) Blinding and Randomization, 3) Biological and Technical Replicates, and 4) Sample Size, Outliers and Exclusion Criteria. In addition, PIBS 504 covers the following topics of relevance for rigor and reproducibility: 1) Data Presentation, 2) Sex as a Biological Variable, and 3) Reagent Verification. All trainees will be required to complete Rigor and Responsibility training.

• Career Development Activities: All trainees will be required to complete a comprehensive program in professional development which can be tailored to meet individual needs. A formal plan developed with input from the mentoring team and reviewed and approved by the Selection and Monitoring Committee must include: 1) MICHR Career Development Academy or PIBS formal course offerings. The MICHR Career Development Academy was designed to enhance leadership, team building and career development for trainees. Trainees will be required to attend two events per year in the following areas: 1) Career Development, 2) Commercialization and Entrepreneurship, 3) Communication, 4) Diversity, Equity, and Inclusion, 5) Leadership, and 6) Work-Life Balance. PhD trainees may opt for one or more of the following graduate courses: 1) Biomedical Innovation & Entrepreneurship I&II (PIBS 550 and/or 750), 2) Professional Research Presentation (PIBS 721) and 3) Writing and Publishing Scientific Manuscripts (PIBS 722). 2) Team Science Activity. One of the following team science activities are required: 1) Team Science: Working Together to Maximize Impact Workshop: This annual workshop sponsored by the UMMS Office of Research provides foundational information about team science including tips and resources at the UM and beyond that support team science initiatives. 2) MICHR Team Science Training: MICHR in collaboration with the Michigan Medicine Office of Faculty Development developed a series of videos based on the Top 10 Takeaways and other content from the National Cancer Institute’s Collaboration and Team Science: A Field Guide. 3) The K Writing Workshop. Finally, MICHR conducts a “K Writing Workshop” to help prepare trainees in putting together a career development application. The three-part series will help trainees get peer critique and feedback from senior faculty who are experienced in NIH study section thinking. It will be mandatory for trainees to take this course in the final year of their TL1. 

• Specialty Training/Technical Science: Additional specialty training will be available to increase trainee exposure to innovative technological approaches and critical research resources. The UM has an impressive list of innovative programs across the spectrum of pioneering science including but not limited to the 1) UM Clinical Trials Academy, 2) Tools and Technology Seminar, 3) Michigan Institute for Data Science Certificate Programs, 4) UM Precision Medicine Graduate Certificate Program, 5) UM RNA Center for Biomedicine, 6) SPH Summer Session in Epidemiology, 7) MICHR Post Translational Scholars Program and 8) Applied Systems Biology Core Training (see Professional Development Core for details).

• Pedagogical Training in Teaching: Founded in 1962, the Center for Research on Learning and Teaching (CRLT) at the University of Michigan was the first such teaching center in the country. CRLT partners with UM faculty, graduate students, and administrators to promote a university culture which values and rewards teaching, respects and supports individual differences among learners, and encourages the creation of learning environments in which diverse students can learn and excel. CRLT offers a wide array of seminars and customizable workshops on an on-going basis throughout the year. UM KUHR will work with CRLT to offer an annual customized Training in Teaching Annual Workshop. Trainees will be required to attend this workshop annually. Example workshops include: 1) Innovative Teaching Techniques, 2) Facilitating Discussions, 3) Teaching with Cases, 4) Effective Feedback in the Clinic, 5) Making Groupwork Work, 6) Seven (Simple) Strategies to Improve Your Teaching and 7) Science of Learning.