| Co-mentorship in three disciplines | To foster the development and application of integrative thinking
To learn about, and experience, the value of partnership
To acquire knowledge and skills in the three core disciplines of genetic epidemiologic investigations | Trainees will have access to mentors with complementary strengths and learn about research without disciplinary boundaries
Trainees will demonstrate acquisition of skills in genetic epidemiologic investigations | The team of co-mentors will be established at the time of admission.
Trainees will demonstrate integrative thinking in the development of their research protocol and papers
Trainees will demonstrate partnership skills in activities of the curriculum such as the “paper project” based on the STAGE Integrative sessions |
| Courses in core discipline | To develop strength in a core discipline | Trainees will develop expertise in one of the three core elements of genetic epidemiologic research; for example, epidemiology, (bio)statistics, or biomedical/genetics | Trainees will successfully complete (or have completed5) required courses of their core academic program in a timely manner |
| Integrative courses | To introduce trainees to the basic concepts and principles of genetic epidemiology, statistical genetics and population genetics as integrative disciplines | Trainees will think in terms of the ‘big picture’ while working on individual aspects of a problem. For example, statistics trainees will take into consideration biological information while working on specific statistical problems | Trainees will successfully complete at least three integrative courses i.e., Fundamentals of Genetic Epidemiology, Statistical Genetics, and Molecular Anthropology (Population Genetics), in addition to the required seminar course |
| Courses4 in cross-disciplines | To develop cross-disciplinary skills and knowledge | Trainees will have a broad understanding of key principles and concepts, relevant to genetic epidemiologic research, in the two other core elements. For example, biomedical/genetic trainees will take (bio)statistics and epidemiology courses | Trainees will successfully complete at least one course in two core disciplines outside their own |
| Weekly journal clubs/Research progress seminars | With a focus on methods and study designs:
To discuss seminal papers and recent breakthroughs
To provide a casual, yet critical, environment for trainees to present their research projects
To foster a sense of community | Trainees will employ critical and integrative thinking through discussions with peers and faculty, and will demonstrate good oral-communication skills | Trainees and mentors will regularly attend the journal clubs and seminars, and will develop presentation skills prior to presenting at national or international meetings |
| Monthly International Speaker seminar series | To develop an International perspective of genetic epidemiologic research
To provide networking opportunities
To advertise STAGE
| Opportunities for trainees to meet with international speakers in an informal setting | Trainees will be exposed to high-calibre international research, and will be able to discuss their research with speakers |
| STAGE Integrative sessions | To develop and apply integrative thinking
To develop and apply professional skills
To develop a sense of team and community | Trainees and mentors will interact on a monthly basis to exchange scientific thoughts and ideas, will learn how different disciplines think and speak, and will gain a broad view of the various skills required to succeed in scientific research | Trainees will be engaged in the discussion during the sessions
In the course of their training in the program, trainees will produce an a “paper project”, in cooperation with their three mentors, suitable for publication, operating grant application, or provincial grant (e.g. Ontario Ministry of Research and Innovation); their work will be presented at the DLSPH Annual Research Day
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| Writing grants and papers & Peer-review activities | To develop and apply skills in writing grants and scientific papers
To become familiar with the process of peer-review of grants and papers | Having obtained the appropriate authorizations, trainees will be observers on peer-review panels, and mentors and trainees will jointly act as reviewers manuscripts from peer-reviewed scientific journals
| All trainees will apply for external studentships/fellowships
Trainees and mentors will jointly prepare critical reviews of submitted manuscripts
Trainees will write well-structured scientific papers with impact
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| Research practicums | To provide hands-on experience
To encourage cross-disciplinary experience
Specific to masters level statisticians/ epidemiologists/ biologists: To be better prepared as highly qualified personnel for genetic epidemiologic work environment | Trainees will have the skills to work in a genetic epidemiologic research environment | Trainees will exercise good judgment in addressing relevant scientific questions through analysis of existing research data using statistical genetics software |
| Internship program option through MITACS ACCELERATE | To introduce trainees to real-life work experience
To develop professional relationships with Canadian industry and other non-academic organizations | Trainees will apply their graduate research to real-world challenges and learn about non-academic R&D processes | Trainees will exercise skills in a new setting, and will identify potential future employers or collaborators from non-academic settings |
| International trainee exchange & internship program | To introduce trainees to a collaborative international experience
To encourage trainees to seek their own collaboration on a small project
To provide a medium to promote STAGE and recruit international trainees | Trainees will learn about approaches unavailable in their Canadian labs, or will validate their results in another sample
Trainees will learn about different research cultures, and will network at the international level | Trainees will share new techniques and results with other STAGE trainees and mentors, and will obtain publishable results from their internship experiences
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| National Videoconference & Annual Canadian Epidemiological and Statistical Genetics meeting | To develop a national perspective of colleagues’ interests and expertise
To foster a broader sense of community | Trainees will be made aware of the work of Canadian colleagues and develop a sense of belonging to the Canadian genetic epidemiology community | Trainees and mentors will regularly attend videoconference and the annual meeting, and will develop a network of Canadian collaborators |
