Research Education Core

The Research Education Core’s (REC) training model is anchored in contemporary adult learning theory and calls upon our deep experience cultivating scholars who have competing administrative, clinical, and production demands. The leaders of REC have reϐined an approach that anchors each embedded scholar with a dedicated mentor, who supports them in the conduct of a carefully

curated embedded research project that is aligned with the needs of the entity that supports their engagement with PERLHS. The scholar will learn core fundamental skills and develop individualized specialized expertise in an area most central to the scholar’s work. By enrolling embedded scholars annually as a cohort of learners, the program ensures engagement and

collegiality. By relying heavily on a ϐlipped-classroom model, the REC insures that the program works for embedded researchers who have competing demands. By having mentors that provide intensive biweekly meetings, the REC insures individualization and progress. LHS-based research requires that multiple disciplines work together to produce the science and to translate its results;

any one individual will not be expert in all LHS competencies. However, the REC will assure that each learner gains broad foundational knowledge and has the skills to assemble and lead teams of experts with skills to realize the goals of the LHS. The specialized expertise that each scholar will pursue will be towards gaining specialty knowledge and skills vital to one portion of the LHS’s

functioning. To achieve these educational goals, after conducting a needs assessment, the directors of the REC will reϐine the curriculum and processes of PERLHS Academy to include: core and specialized didactic material, as well as core and specialized experiential learning sessions, appropriate for the identiϐied needs of the learners. The directors will assure that the PERLHS

scholars create and complete individual learning plans that will allow attainment of the higher-level CER/PCOR competencies needed for their embedded projects. The directors will closely supervise the mentoring of the diverse PERLHS scholars as they complete projects in the LHSs in which they are embedded. We expect that this approach will be particularly impactful given the inclusion of

embedded learners from across the individual- to population-focused entities in which the LHS concept is essential; the use of tailored lectures and discussions, both asynchronously and in- person; our tailored experiential learning; and the commitment of diverse mentors from across the LHS cycle who will work closely with the scholars as they complete their embedded projects.