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Short Courses on Utilizing the NIH Stage Model to Develop Behavioral Interventions to Promote Healthy Aging (R25 - Independent Clinical Trial Not Allowed)

National Institutes of Health

The NIH Research Education Program (R25) supports research education activities in the mission areas of the NIH. The overarching goal of this R25 program is to support educational activities that foster a better understanding of biomedical, behavioral and clinical research and its implications.

To accomplish the stated over-arching goal, this Notice of Funding Opportunity (NOFO) will support educational activities with a primary focus on:

Courses for Skills Development

The purpose of this NOFO is to invite applications that propose the creation of short courses on utilizing the NIH Stage Model to develop behavioral interventions to promote healthy aging and prevent illness, improve care, foster disease management, assist with end of life decision-making and care, and support the needs of the growing older adult population.

The term behavioral intervention is used broadly here, to include a variety of non-pharmacological interventions for individuals, dyads, families, groups, communities, organizations, and systems.

The NIH Stage Model is a conceptual framework of behavioral intervention development composed of the following six stages:

Stage 0 - Basic science
Stage I - Intervention generation, refinement, modification, and adaptation and pilot testing
Stage II - Traditional efficacy testing (Stage II)
Stage III - Efficacy testing with real-world providers (Stage III);
Stage IV - Effectiveness research
Stage V - Dissemination and implementation research

The goal of the NIH Stage Model is to produce potent, scalable, and culturally competent behavioral interventions that are defined by their mechanism(s) of behavior change (MoBC(s); therefore, examination of MoBC is encouraged in every stage of intervention development. The Model can be used for the development of single or multi-component interventions and for interventions meant for individuals, dyads, groups, communities, organizations, or systems. This NOFO supports the development, delivery, and evaluation of a short-course curriculum to equip investigators to apply the NIH Stage Model to intervention development research.

No more than two applications are allowed per institution. If two applications are submitted then the 2 awards must address the NIH Stage Model as it relates to behavioral interventions to address a different aspect of healthy aging. Interested applicants from within Duke should contact fundopps@duke.edu as early as possible.

Deadlines:

Letter of Intent Due Date(s): September 06, 2024
Application Due Date: October 08, 2024

RFA-AG-25-029 Expiration Date October 09, 2024

Specialties

Curriculum Development

Medical - Clinical Science

Social Sciences

Medical

Medical - Translational

Eligibility Requirements

The sponsoring institution must assure support for the proposed program. Appropriate institutional commitment to the program includes the provision of adequate staff, facilities, and educational resources that can contribute to the planned program.

Institutions with existing Ruth L. Kirschstein National Research Service Award (NRSA) institutional training grants (e.g., T32) or other Federally funded training programs may apply for a research education grant provided that the proposed educational experiences are distinct from those training programs receiving federal support. In many cases, it is anticipated that the proposed research education program will complement ongoing research training occurring at the applicant institution.

The PD/PI should be an established investigator in the scientific area in which the application is targeted and capable of providing both administrative and scientific leadership to the development and implementation of the proposed program. The PD/PI will be expected to monitor and assess the program and submit all documents and reports as required.

NIA encourages multiple PD(s)/PI(s), particularly when each brings a unique perspective and skill set that will enhance the research education program. The PD(s)/PI(s) must be able to provide both administrative and scientific leadership to the development and implementation of the proposed program. In addition to relevant clinical psychological science expertise in behavioral intervention development, PD(s)/PI(s) may have broader expertise in clinical and/or basic psychological science relevant to intervention development. To achieve the program goals, PD(s)/PI(s) and/or key personnel also may include individuals with experience in mentoring, program evaluation, or university administration. Any of the PD(s)/PI(s) may serve as the contact PD/PI.