A training program for researchers in population neuroimaging: Early experiences

Abstract

Recent advances in neuroimaging create groundbreaking opportunities to better understand human neurological and psychiatric diseases, but also bring new challenges. With the advent of more and more sophisticated and efficient multimodal image processing software, we can now study much larger populations and integrate information from multiple modalities. In consequence, investigators that use neuroimaging techniques must also understand and apply principles of population sampling and contemporary data analytic techniques. The next generation of neuroimaging researchers must be skilled in numerous previously distinct disciplines and so a new integrated model of training is needed. This tutorial presents the rationale for such a new training model and presents the results from the first years of the training program focused on population neuroimaging of Alzheimer's Disease. This approach is applicable to other areas of population neuroimaging.

Keywords: Alzheimer's Disease; epidemiology; geroscience; neuroimaging; population neuroscience.

Figure 1

Population science to study AD: an example. Group 1 (red line): Patients exposed to chronic diseases in childhood (T1D) or to trauma/vascular accidents in adulthood (TBI, heart attack) develop lower brain integrity earlier in life (worse brain structure and/or function). With newer therapies the life span of these patients is extending (yellow arrow), but the trajectories of decline in brain integrity for these new age group are not clear (dashed line, question marks). Group 2 (black line): Adults who enter early old age (>55), are exposed to conditions that can reduce brain integrity either directly (e.g., stroke) or indirectly as the result of co-morbidities (e.g., diabetes). Better therapies for these conditions are expanding the lifespan, but the trajectories of decline in brain integrity for this new age group is not clear (dashed lines, question marks).

Figure 2

The curriculum of the training program in population neuroscience of Alzheimer's Disease (PNA). The PNA curriculum is articulated in 4 main components. Individual Development Plan (IDP). The mentoring team sets up milestones and objectives, with the goal to identify the curriculum tailored to each trainee's needs, closely mentored, and frequently evaluated. It identifies professional development activities targeted to the trainee's goal, as well clinical rotations in neurocognitive geriatric assessments and dementia adjudication at the ADRC. PNA coursework: provides foundational knowledge in population science, neuroscience, geroscience and data science. It teaches practical skills (review of peers' work; write and present a novel independent project). PNA Research Practicum: provides skills in scientific reasoning; research design; quantitative approaches, data analysis/interpretation, write and submit manuscripts, submit grant (required for postdocs). Pitt Resources: PhD programs in Epidemiology, Neuroscience, Psychology, Biostatistics, Biomedical Informatics offer relevant courses. Many centers and Institutes offer space for research, pilot funds, and professional development activities: ADRC; Center for Neural basis of Cognition; Aging Institute; CTSI; Brain Institute, Office Academic Career Development; Teaching Institute.