The Institute for Clinical Research Education
The Institute for Clinical Research Education (ICRE) is the home for the University of Pittsburgh's premier clinical and translational research training programs as well as the home for the Research Education and Career Development Core of the Clinical and Translational Science Institute (CTSI).
The ICRE's primary objectives are to develop, nurture, and support a cadre of clinical and translational scientists by building on the University of Pittsburgh's existing clinical research training programs to establish a comprehensive program with activities ranging from early research exposure for high school students to programs for faculty. We offer degrees in clinical and translational science as well as medical education. We also have numerous career development programs for trainees across the pipeline.
Linking You with the Tools for Success
The ICRE offers customized training opportunities at every stage of the career pipeline for clinician-educators and researchers in clinical and translational science. Please view our right sidebar to navigate the career pipeline.
News and Information about Programs
- We are delighted to share our 2015 Annual Report!
- Dr. Wishwa Kapoor gives engaging talk on shortage of physician-scientists, click here to read more.
Recent Grant Opportunities
- Searle Scholars Program To Fund Assistant Professors
The 2016 Searle Scholars Program is seeking independent investigators to receive $300,000 in research funds over a three-year period. Nominees should be tenure track assistant professors as of July 1, 2014, and be pursuing research careers in biochemistry, cell biology, genetics, immunology, neuroscience, pharmacology, or related areas in chemistry, medicine, or biological sciences.
The University will submit one nominee’s application to the program. Candidates should send a curriculum vitae, a brief abstract of their research, and a recommendation letter from their department chair, division chief, or division director. Materials should be sent to Michelle Broido, PhD, associate vice chancellor for biomedical research, by noon on Wednesday, July 15, c/o Ms. Selena Crawford, firstname.lastname@example.org. Full applications will be due to the program in September.
View the attachment for more information.
- Pew Scholars Program in the Biomedical Sciences
The University of Pittsburgh is invited to nominate one candidate for support from the Pew Scholars Program in the Biomedical Sciences. Additional program information can be found at Pew's website. Information about previous awardees can be found here.
Any individual interested in being considered as the nominee for this award must submit preliminary nomination material to Dr. Michelle Broido, Associate Vice Chancellor for Biomedical Research, by noon on Wednesday, July 8, at 10:00 am. This information must include: 1) the applicant’s curriculum vitae 2) a one page description of his or her research plan, and 3) letter of recommendation from his or her department chair (division chief, or institute director). This material should be sent to Dr. Broido ℅ Ms. Selena Crawford. The full application will be due to the Pew Program Office by November 16, 2015.
Internal deadline: Wednesday, July 8, 10:00 am. Full application deadline to Pew: November 16, 2015.
- Newly Launched Faculty Scholars Program Seeks Early-Career Scientists
The Howard Hughes Foundation and other foundations have partnered to establish the Faculty Scholars Program. The program will provide early-career scientists of substantial research potential with research funding, as well as mentoring and career support. The program anticipates making up to 70 five-year awards, with new competitions every two and a half years. Awards will range from $100,000–$400,000 a year based on several factors, including the awardee's current external grant support. The application deadline is July 28 at 3 p.m. View eligibility and more information online.
For more grant opportunities please see the grant opportunities page.
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"I'm always using things that I've learned in class one way or another. Whether I'm reviewing a journal article, teaching at the bedside, or reviewing goals and objectives for our fellowship, being a part of the program has taught me a great deal and has afforded me many opportunities. It's not uncommon for me to refer back to the material from various classes to help me with a specific issue. "