PI: Maltais, F 24143
Research proposal
Co-PIs: Berthiaume Y, Martin J, Schwartzman K, Rousseau E
Quebec Respiratory Health Training Program
1. Rationale/Objectives
The Quebec Respiratory Health Training Program was first supported by the CIHR in 2003, in
partnership with the Respiratory Health Network of the Fonds de la Recherche en Santé du
Québec (FRSQ), and five Quebec universities. This collaborative venture has allowed trainees
to benefit from an unparalleled network of scientific mentors, supported by a well-developed
administrative infrastructure. Our training capacity remains truly exceptional, and affords a
unique opportunity to develop the next generation of scientists and health professionals, at the
forefront of respiratory research. Since 2003, 76 research trainees have benefited from this
program. Formal reviews by CIHR and others have been excellent. We will now build on our
initial experience and on feedback from our trainees, so as to further enhance training
opportunities and ensure long term sustainability of the program.
Respiratory diseases are third only to cardiovascular disease and cancer with respect to mortality,
impact on quality of life, and cost to the health care system. We face enormous scientific
challenges in respiratory diseases, ranging from the biology and treatment of such common
conditions as asthma and COPD, to gender and social differences in disease susceptibility and
access to care. Innovative training of highly qualified personnel is essential to ensure the
Canadian human resource capacity needed to respond to the rapidly growing demands in this
field. We aim to train the next generation of respiratory researchers to bring depth of knowledge,
breadth of perspective, and the ability to collaborate effectively as they generate and move new
scientific findings between laboratories, clinical settings, health policymakers, and the broader
population.
The general objective of our program is to enhance the curriculum offered by Quebec
universities to graduate students, post-doctoral fellows, residents and other health professionals
in the domain of respiratory disease. To reach this objective we provide diversified mentoring,
an innovative curriculum and a collaborative research environment that will enable trainees to
become tomorrow’s leaders in respiratory health research. Our program will accomplish this by
providing a strong scientific foundation, but also by building transdisciplinary and personal skills
that are not typically addressed in traditional training and degree programs. Ultimately, our
training program should strengthen Canadian leadership in respiratory research, which will
ultimately lead to improved health of the Canadian population.
The specific objectives of this new proposal are:
To build on and expand the scope of the educational curriculum offered in our formal
interuniversity course program (“micro program”) in order to focus not only on important
scientific content issues, but also on communication skills, grantsmanship, project management,
leadership, knowledge transfer and career planning. Our approach will stimulate collaborative
and translational research.
To further raise the profile and the impact of Canadian respiratory health research, by i)
attracting the best graduate students, medical residents and other health professionals to
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PI: Maltais, F 24143
Research proposal
Co-PIs: Berthiaume Y, Martin J, Schwartzman K, Rousseau E
respiratory research; ii) allowing trainees to acquire international experience, and iii) diversifying
trainees’ exposure within Quebec through trainee exchanges.
To take the final steps needed to ensure the long-term viability of our training program.
During our first phase (2003-2009), our successes have reflected the combined contributions of
CIHR ($1,852,500$) and of the Respiratory Health Network (750 000$) and Laval University
(90 000$). As a result of this record, other University partners and research foundations have
confirmed their financial contribution. This will increase the number of students in the training
program as well as core funding for shared resources, thus ensuring long-term viability.
2. Mentors
The previous principal applicant of the training program, Dr. Y. Cormier is now associate dean
of research and graduate studies at the Medical Faculty of Laval University and will no longer be
able to act as nominated principal applicant. Dr. F Maltais, professor of medicine at the same
university and a world-renowned researcher in COPD, will serve as principal applicant for this
renewal. He will be assisted by Dr. Y Berthiaume, scientific director of the Respiratory Health
Network, professor of medicine at Université de Montréal, and in cystic fibrosis and lung injury,
and by Dr. K Schwartzman, associate professor of medicine at McGill University and clinical
epidemiologist with expertise in tuberculosis. Completing the team are Dr. James Martin,
professor of medicine at McGill University, a world-renowned researcher in airway
inflammation and asthma, and Dr É Rousseau, professor of physiology at the Université de
Sherbrooke, whose research area is airway smooth muscle (and who chairs the scientific
committee of the Quebec Respiratory Health Network). The large group of co-applicants
includes both senior and junior mentors, ensuring the stability of the program as well as its
development and renewal over the coming years.
The Quebec Respiratory Health Training Program involves more than 60 internationally
recognized researchers, funded by CIHR and other agencies. Collectively, the applicants cover
the four pillars of the CIHR and a wide spectrum of research and clinical expertise. Their areas
include cell and organ physiology, molecular biology, immunology, pharmacology, bioethics,
clinical respiratory medicine and nursing, clinical epidemiology, pharmacoepidemiology,
psychology, and social sciences.
This unique team of mentors is a testimony to the excitement generated by this program. Half the
mentors are full professors. During the past five years, the mentors have trained 316 students,
obtained over $90 million in operating grants, and published over 800 peer-reviewed
publications. In addition to their research and teaching activities, the mentors are extensively
involved in various steering and guidelines committees, ethics boards, editorial boards and
directorships of institutional programs.
List of mentors with their affiliations and expertise (More to come)
Name
Expertise
Pillars*
Simon Bacon, U. Concordia Behavioural Medicine, Behavioural Interventions, Epidemiological 2,4
impact of psychological and behavioural factors on disease
progression.
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PI: Maltais, F 24143
Research proposal
Co-PIs: Berthiaume Y, Martin J, Schwartzman K, Rousseau E
Yves Berthiaume, U. de
Montréal
Elyse Bissonnette, U. Laval
Guy Boivin, U. Laval
Louis-Philippe Boulet, U.
Laval
Jean Bourbeau, U. McGill
Cystic Fibrosis, Acute lung Injury, inflammation, Ion transport,
epithelial cells, ENaC.
Immunology, inflammation, alveolar macrophages, mast cells.
Microbiology et virology.
Asthma education, Asthma and obesity, Inflammation , knowledge
transfer
Chronic obstructive lung disease, rehabilitation, exercise physiology /
stress / Kinesiology, Health care delivery, health and behavior.
Emmanuelle Brochiero, U. Cystic fibrosis, Acute lung injury, lung injury and repair, ion transport,
de Montréal
K+ channels.
André Cantin, U. de Cystic Fibrosis, pulmonary fibrosis, cellular biology of the lung,
Sherbrooke
pulmonary inflammation, antioxidants, TGFß
Jamila Chakir, U. Laval
Inflammation and airway remodeling in asthma
Yvon Cormier, U. Laval
Occupational (Industrial) lung disease; Air pollution
Caroline Duchaine, U. Laval
Pierre Ernst, U. McGill
Population studies, Asthma, pharmacoepidemiology, chronic
obstructive lung disease.
Elizabeth Fixman, U. McGill Immunology, signal traduction
Qutayba Hamid, U. McGill
Asthma, cytokines
Christina Haston, U. McGill Genetics of respiratory disease
Richard Kinkead, U. Laval
Respiratory Neurobiology
Yves Lacasse, U. Laval
Quality of life, methodology, statistics, questionnaires, economics
evaluation
Catherine
Laprise,
U. Genetics , inflammation , knowledge transfer
Québec à Chicoutimi
Anne-Marie Lauzon, U. Respiratory Mechanics, Smooth muscle mechanics, Molecular
McGill
biophysics of smooth muscle contraction
Michel Laviolette, U. Laval Asthma, airway inflammation, cellular biology.
Jean-Pierre Lavoie, U. de Animal model of asthma, inflammation, lung function, cellular
Montréal
biology.
Kim Lavoie U. Québec à Mental and behavioral diseases; Asthma; occupational (Industrial)
Montréal
lung disease; Ischemic heart disease; Mortality/Morbidity; Mental
health Epidemiology.
Catherine Lemière, U. de Clinical research: asthma and occupational asthma, inflammation.
Montréal
Olivier Lesur,
U. de Acute respiratory Distress syndrome (ARDS), Lung imaging, growth
Sherbrooke
factors, inflammation, animal ventilation/circulation, cardiomyopathy.
Karim Maghni, U. de Asthma, Immunology, Inflammation, lymphocyte biology.
Montréal
Jean-Luc Malo, U. de Epidemiology, respiration, health systems and health services, health
Montréal
of populations and environmental influences on health.
François Maltais, U. Laval
COPD, Rehabilitation, Exercise Physiology, muscle physiology,
Randomized clinical trial, Clinical research.
James Martin, U. McGill
Asthma, animal models, immunology.
Richard Menzies, U. McGill Epidemiology, Resp Epi, Clinical trials, Diagnostic research,
Economic evaluation
Modeling infectious diseases, Public health
Systematic reviews, Meta-analysis.
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1, 2
2, 3
2,3,4
1
1, 2
1
1, 2, 4
1, 4
2, 3
1
1
1
1
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1
1
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PI: Maltais, F 24143
Research proposal
Co-PIs: Berthiaume Y, Martin J, Schwartzman K, Rousseau E
Madhukar Pai, U. McGill
Véronique
Pepin,
Concordia
Basil Petrof, U. McGill
Epidemiology; global health research; diagnostic research 4
methodology; systematic reviews and meta-analyses; tuberculosis.
U. Pulmonary rehabilitation and exercise physiology
2
Study of injury/regeneration, adaptation, and development of gene
therapeutics for the respiratory muscles.
Bill Powell, U. McGill
Eicosanoids,
Leukotrienes,
Prostaglandins,
Inflammation,
Granulocytes, Chromatography, Flow cytometry
Jean-Paul Praud, U. de Upper airways and neonatal respiration, apneas, sudden infant death
Sherbrooke
syndrome.
Steve Provencher, U. Laval
Pulmonary hypertension, physiology of exercise.
Eric Rousseau, U. de Cardiorespiratory physiology, molecular pharmacology of receptors,
Sherbrooke
bioinformatics.
Frédéric Sériès, U. Laval
Sleep-disordered breathing, sleep and respiratory control, upper
airway.
Kevin Schwartzman, U. Clinical and spatial epidemiology, economic analyses; tuberculosis.
McGill
Samy Suissa, U. McGill
Epidemiological Methods, Populations Studies;
Biostatistics, pharmacology and toxicology, Pharmacoepidemiology;
information technology; Database Management.
Yves Tremblay, U. Laval
Pregnancy/Birth; perinatology/prematurity; respiratory medicine &
treatments; Genomics; endocrine physiology.
Bilkis Vissandjee, U. de Women’s health, health systems and health services, health of
Montréal
populations, societal and cultural dimensions of health.
1, 2
1
1, 2.
1, 2
1
2
2,3,4
1,3,4
1,2,4
3, 4
*The pillars are:
1. Biomedical research
2. Clinical research
3. Research with respect to health systems and/or health services
4. Research on the health of populations, societal and cultural dimensions of health and/or
environmental influences on health
3. Curriculum of the microprogram
Classical graduate studies are usually centered on scientific learning and have not typically
emphasized the development of important crosscutting competencies such as data quality and
management, communication abilities and techniques, grantsmanship and scientific writing. It
was often assumed that these essential competencies were simply transferred from supervisor to
trainee, without any formal training or structure.
Les études graduées classiques sont habituellement centrées sur l'apprentissage scientifique et ne
mettent pas l'emphase sur le développement de compétences transversales comme la validité et
le contrôle des données, les habilités et techniques de communication ou l'accès aux subventions
et la rédaction scientifique. Il est souvent assumé que ces compétences essentielles sont
simplement transféré du superviseur vers l'étudiant sans aucune autre structure formelle.
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PI: Maltais, F 24143
Research proposal
Co-PIs: Berthiaume Y, Martin J, Schwartzman K, Rousseau E
Another widely recognized limitation of many graduate programs in health sciences is the lack of
cross-talk between basic and clinical scientists, which impedes the transfer of scientific
knowledge from the bench to the bedside. The Quebec Respiratory Health Training Program
was developed in 2003 to create a training environment that fostered additional learning in areas
not covered by existing graduate programs. We used several pedagogical strategies including
web-based courses, workshops and seminars to achieve our objectives. The centerpiece of our
program was the microprogram on inflammatory diseases of the airways and lungs (detailed
description of the microprogram and related study guide is provided in appendix V). This
program included 3 three-credit courses (two on basic and clinical foundations of respiratory
diseases and one on an integrated approach to respiratory health research). The courses—with
materials available in both French and English--were entirely delivered by e-learning and
videoconferencing. This curriculum provided all trainees with exposure to the fundamentals of
basic and clinical respiratory research, regardless of their background. Through our symposia,
seminars and workshops, trainees have also received training in research ethics and had the
opportunity to exchange research ideas and findings with other trainees and mentors.
All participating trainees receive an additional certificate from Laval University after successful
completion of the microprogram. Despite our program’s success and its excellent reviews by
peers, we perceive that the scientific and funding environment has evolved since 2003—as have
graduate training programs. Based on comments from our previous trainees, and an in-depth
review by current mentors, we believe that the curriculum of the microprogram needs some
modification so as to better meet trainees’ needs.
Our first modification to the microprogram curriculum is to decrease the number of web-based
courses from 3 to 2. Conversely we will add a new, mandatory 3-day seminar on crosscutting,
core skills. Furthermore, the two web-based courses will be modified to focus on key molecular
mechanisms, clinical manifestations and epidemiology of the major respiratory diseases, in an
integrated fashion. We judged that fundamental concepts of molecular biology are well covered
during undergraduate and graduate study in the basic sciences, while there has been much less
emphasis on the links between disease mechanisms, clinical manifestations, epidemiology and
treatment of respiratory disease. These changes will favor the development of translational
research (and researchers) in respiratory disease. The new workshop on core competencies will
focus on the development of key skills needed to establish an academic career: communication,
grantsmanship, scientific writing, and career planning. These modifications to the curriculum
address unmet needs identified by previous trainees and should promote success in the job
market. In addition to the formal microprogram, trainees will continue to attend symposia
addressing research ethics, tissue and data banking, advanced research techniques, and
knowledge transfer. At the end of their training, we expect our graduates will function as
effective members of transdisciplinary research teams.
3.1 Course outlines
Basic foundations of respiratory disease (Professors in charge: Élyse Bissonnette and Basil
Petrof). This 3-credit course will allow the student to understand the basic pathophysiological
mechanisms of inflammatory diseases of the lung. The course will be delivered on-line in the
forms of disease-specific teaching modules.
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PI: Maltais, F 24143
Research proposal
Co-PIs: Berthiaume Y, Martin J, Schwartzman K, Rousseau E
Module
Title
Professors
1
Basic principles of respiratory physiology.
Anne-Marie Lauzon
2
Sleep apnea: role of inflammation.
Basil Petrof ,John Kimoff
3
Pathophysiology of cystic fibrosis:
inflammation and ion transport.
André Cantin
Emmanuelle Brochiero
4
Pathophysiology of asthma: Th2 diseases and
inflammatory response.
Elyse Bissonnette
5
Pathophysiology of COPD and related
systemic manifestation.
Richard Debigaré
6
Response to aggression: lung fibrosis and
ARDS.
Yves Berthiaume
7
Investigation génomique et épidémiologie
génétique des maladies pulmonaires.
Yohan Bossé
8
Exam
Clinical foundations of respiratory disease. (Professors in charge: Yves Lacasse and Kevin
Schwartzman). This 3-credit course will complement the basic science overview by providing
trainees with key clinical and epidemiologic knowledge related to the respiratory diseases
introduced in the earlier course. In particular, this course will emphasize current challenges in
clinical and epidemiologic research in respiratory disease. It will relate those challenges to
disease mechanisms addressed in the first course. For example, in discussing asthma we will
review its variable clinical features, and highlight controversies related to possible adverse
effects of current asthma treatments. We will explore clinical and research challenges related to
poor adherence with asthma medications, and review the contribution of social and
environmental factors e.g. home and workplace exposures, access to suitable asthma care, health
literacy. We will also use the variable prevalence, etiology, and natural history of respiratory
diseases to highlight relevant methodologic issues in clinical and epidemiologic research, which
all trainees need to recognize. For example, we will review findings from key randomized
clinical trials but also observational studies (e.g. pharmacoepidemiologic studies in asthma and
COPD), emphasizing strengths and limitations: for clinical trials, control of confounding but
challenges with respect to generalizability and ability to detect rarer adverse events; for
observational studies, better statistical power and generalizability, but significant limitations
related to control of confounding variables. Je vais rejoindre YL qui est en vacances cette
semaine. Il y a des overlap avec le cours sur les competences transverses.
Module
1
Title
Professors
Introduction to clinical epidemiology
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Yves Lacasse
PI: Maltais, F 24143
Research proposal
Co-PIs: Berthiaume Y, Martin J, Schwartzman K, Rousseau E
2
The ABC’s of a research protocol
Margaret Becklake
3
Effective literature search
Yves Lacasse
4
Good clinical practice
Jean Saint-Pierre
5
Administrative data banks in Quebec
Lucie Blais
6
Writing of a scientific article
Yvon Cormier
7
Critical reading of a scientific article
Nick Anthonisen
8
Preparing a grant application
Richard Menzies
9
Oral and poster presentation
Yves Lacasse
10
Intellectual property and research enhancement
Paolo Renzi
Les compétences professionnelles de base
Core career skills (Professors in charge: Yves Berthiaume and Jean-Luc Malo).
In 2004, taking advantage of a large gathering of young researchers for the National Research
Forum for Young Investigators in Circulatory and Respiratory Health (Winnipeg, MB, May 6-9),
the CIHR Clinical Research Initiative conducted a survey to better understand the challenges
faced by young investigators. Interestingly, many young faculty members stated they would have
benefited from either formal courses or better mentoring in the areas of grant writing, project and
personnel management, interpersonal relations, negotiating and collaborative skills. As the result
of similar comments from our own trainees, last year we began to incorporate some web-based
lectures on these important topics into our course Integrated approach to respiratory health
research. However, we now recognize that the web-based format may not be optimal for
development of these leadership and communication skills. In our new program we will develop
a 3-credit, 3-day intensive course that will be mandatory for all trainees, and will be considered
part of the microprogram. The course will include some formal lectures, but will focus on
interactive workshops to better develop core skills. The content will include the following: 1)
The grant application and review process: how to write a successful research grant application,
and how to improve an unsuccessful application; 2) Basic management skills needed to run a
research laboratory; 3) The art of delivering a successful lecture; 4) Scientific writing skills
(based on Essentials of Writing Biomedical Research Papers, by M. Zeiger); 5) Good clinical
and laboratory practice; 6) The academic career: Achieving work-life balance. In a small-group
setting, trainees will evaluate their own and their peers’ oral and written communication (e.g.
writing a scientific abstract, writing a grant application summary), and receive coaching and
feedback from the program’s mentors.
3.2. Mandatory workshops and symposia
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PI: Maltais, F 24143
Research proposal
Co-PIs: Berthiaume Y, Martin J, Schwartzman K, Rousseau E
The students of the training program participate in various workshops and symposia that are
considered essential to their research training. The contents of these workshops and symposia are
gradually modified over time to stay up to date. We thus felt that no major changes were
necessary for this renewal.
3.2.1 Ethics and scientific integrity in medical research (2 days). Our trainees are required to
attend the annual ethics and scientific integrity symposium (see appendix III). World class
speakers from CIHR, Health Canada, hospital boards, ethics committees, animal experimentation
ethics committees, and legal experts are involved and cover several topics related to ethics and
the good conduct of research. This bilingual symposium has become a tremendous success. It
attracts over 250 attendees annually, and its impact already extends well beyond the respiratory
community. In 2008, we had participants from 3 provinces (Quebec, Ontario and British
Columbia). This symposium is endorsed by the Institute of Circulatory and Respiratory health
(ICRH) as well as the FRSQ. The objective of this high-level symposium is to help achieve high
standards of ethics and scientific integrity in medical research in Canada. It is intended not only
to our trainees but also to Research Ethics Board (REB) members, research program
administrators, professionals involved in clinical and biomedical research (assessment,
implementation or management), educators interested in research ethics, and finally those
involved in the development/elaboration of research policies. The symposium is recorded
digitally on CDs in a uniform format. Each student enrolled in the training program receives a
package of these CDs, allowing to review the presentations at their leisure. Students have the
unique opportunity to exchange with ethicist, lawyers, members of REB so they can have a grasp
of the importance of ethics in medical research.
3.2.2. Knowledge Transfer symposium. Dr. Louis-Philippe Boulet inaugurated in 2008, a
Research Chair in Knowledge Transfer in respiratory and cardiovascular medicine. The goals of
this new Chair are to increase awareness of respiratory and cardiovascular research among
practitioners, decision makers, and the public, and to foster research in the area of knowledge
transfer. The training program, in collaboration with this Chair, organized the first symposium on
knowledge transfer in March 2008, which attracted 100 participants (for the complete program,
see appendix III). All trainees of the training program are expected to participate. Expenses
related to their participation are covered by the Respiratory Health Network of the FRSQ.
Trainees learn to integrate knowledge transfer into the research process, and how to work with
the lay media in order to better understand their role as communicators of research results to the
public. Trainees will be also expected to participate to informal meetings with the general
population in order to discuss recent development in the field of respiratory medicine (café
scientifique).
Another important knowledge translation activity of is the joined annual meeting of the
Association des Pneumologues du Québec and of the Respiratory Health Network. This is one
forum where trainees present (oral or poster) their scientific work to respirologists. This gives a
first hand experience to the trainees to present their scientific work to health care professionals
but also to build a network of collaboration between researcher and clinicians. Three 500$ prizes
given by the Association des Pneumologues du Québec highlights the best presentations.
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PI: Maltais, F 24143
Research proposal
Co-PIs: Berthiaume Y, Martin J, Schwartzman K, Rousseau E
3.2.3. Other specialized symposia and workshops. Trainees also participate to the Tissue and
Data Banking workshop (0.5 days) and to the Meakins-Christie Laboratories Workshop on
advanced technologies for exploring cellular and molecular biology of the respiratory system (2
days). A detailed program for these can be found in appendix III.
Students of the training program may also attend specialized workshops and symposia depending
on their specific needs. For examples, our trainees are strongly encouraged to attend the CIHR's
ICRH Young Investigators Forum to which the Respiratory Health Network contributes
financially. Other workshops such as the annual meeting of the COPD group of the Respiratory
Health Network and the annual Critical Care Network workshop are other learning opportunities.
3.3. Exchange of knowledge outside Quebec
Because of the excellent partnership established with the Quebec Respiratory Health Network
and also to optimize the efficiency of our program, its activities are mainly located in the
province of Quebec. This does not imply that our trainees will not benefit from expertise
available elsewhere in Canada or internationally. One of the novelties of this renewal is to offer,
on an annual basis, up to three travel grants (for 1 to 2 months) to help trainees acquiring skills
that are not available in our network. We will favor training in the laboratory a collaborator of
the mentor. These travel grants will be reviewed by the evaluating committee. Another strategy
to further enhance the international exposure of our program is to strongly encourage exceptional
candidates from all parts of Canada and elsewhere in the world to apply to the training program.
These efforts were rewarded during the 2003-2009 period, since trainees from nineteen different
countries were involved in the program: Canada; USA, Congo-Brazzaville, France, Algeria,
India, Morocco, Romania, Iran, Kenya, Belgium, Finland, Egypt, Mexico, Japan, India,
Rumania, Great Britain and Spain. The possibility, through our program, to see our country
contributing to the worldwide effort in training the next generation of researchers in respiratory
disease is extremely stimulating and should facilitate the development of effective networking
for research. Finally each year, two of our trainees receive financial support to present their work
at International scientific meetings.
3.4. Developing a mentorship program for past trainees.
One logical extension of the training program is to help our past trainees initiating their own
independent research careers. An innovative mentoring initiative was pilot tested this year.
Through this initiative, five past trainees were linked to a senior mentor who had the
responsibility to provide support and advice in the development of a first independent research
grant. The goal is to increase the chances of success for our newest investigators. This first
initiative was much appreciated; and will be consolidated to help past trainees to achieve success
with their first grant applications.
4. Collaborative Team Research
Our program relies on experienced mentors from seven (7) Quebec universities (16 research
centers). Applicants are engaged in investigations targeting all areas of respiratory disease, and
all four CIHR pillars. Trainees also have the opportunity to learn from lawyers, hospital
administrators, ethicists, and scientists from pharmaceutical companies during the various
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PI: Maltais, F 24143
Research proposal
Co-PIs: Berthiaume Y, Martin J, Schwartzman K, Rousseau E
symposia and workshops. This exposure to diverse forms of expertise will stimulate
collaborative and multisdisciplinary research by the future researchers, ultimately leading to a
research process more efficient in translating new discoveries into health gain for the population.
5. Recruitment
In phase II of the program (2009-2015), we will continue to develop excellence in research by
graduate students, postdoctoral fellows, residents and other health professionals. We will support
approximately 15 trainees each year depending on the relative proportions of recruited trainees in
each of the categories. Trainees’ selection and number will depend on the quality of the
applications and the amounts of matching funds available. Our plan is to support, on a yearly
basis, the following trainees:
 2 resident-years of research training
 4 postdoctoral fellows (MD or PhD)
 6 doctoral students
 3 master students
To date, the program has taken great care to recruit the most competent trainees, from Canada
and abroad. This is done through a yearly research competition. Applicants for funding by the
Quebec Respiratory Health Training Program must submit a formal application (all forms
available on line at www.rsr.chus.qc.ca, see appendix IV). Applications are subsequently
evaluated by a committee of three members from three different universities, and by evaluators
from outside Quebec. The following criteria are used to select the candidates: 1) grades and
quality of the university record; 2) relevance and quality of the research project; 3) past research
experience; 4). publications and communication record; 5) letter of support; 6) track record of
the research supervisor; 7) trans-disciplinary profile of the candidate (research work and courses
followed by the candidate which are outside the usual boundaries of his discipline). This process
is highly competitive with a success rate of 30%. Competitions are publicized in French, English
and Spanish on the Respiratory Health Network web page. We also advertise through leaflets
and posters in research centers and universities.
Through our collaboration with the Universities we also hope to recruit students in the
microprogram that that do not received funding from the training program. At Laval, Montreal,
Sherbrooke Universities the Associate dean have agreed to promote the microprogram to
students in respiratory diseases. Furthermore, we will work jointly with directors of the clinicianscientist program from the Royal College of Physicians of Canada of each participating
universities to facilitate the participation of residents to the activities of the training program,
thus stimulating their interest in respiratory research. This is particularly important since one of
the major problems that could compromise the future of health research in Canada is the
dwindling number of clinician researchers.
6. Evaluation and mentorship
6.1 Formal evaluation
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PI: Maltais, F 24143
Research proposal
Co-PIs: Berthiaume Y, Martin J, Schwartzman K, Rousseau E
Students of the “microprogram,” are evaluated according to policies and criteria applicable at
Laval University, the institution responsible for issuing the diploma.
6.2 Mentorship
Beside the actual mentorship offer by the research directors, the Follow-up Committee will be
responsible for the follow-up of the trainees progress. Concerns about a trainee’s progress are
addressed verbally and in writing to the trainee and his/her mentor. In turn, trainees will evaluate
the program content, including all courses and workshops, to promote continuing improvement.
(appendix VII). These evaluations were taken into account in the renewal of the program.
Finally, former trainees will be contacted annually, 1) to provide an update of their publications
and conference presentations as well as their current positions; 2) to fill the follow-up
questionnaire. The purpose of this questionnaire is to evaluate the career and skills development.
The follow-up process also allows to track progress of past trainees and to promote continued
networking with current trainees and mentors.
7. Organization
The organizational structure of the program comprises: a management committee, an advisory
committee, a coordinator, a recruitment committee, a follow-up committee, and an evaluating
committee.
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PI: Maltais, F 24143
Research proposal
Co-PIs: Berthiaume Y, Martin J, Schwartzman K, Rousseau E
a) Management committee: This committee is composed of the designated PI, and the four coPIs and the coordinator of the Program. This committee meets every four months. The
management committee: 1) decides who is in charge of the various courses; 2) establishes the
choice of training activities and schedules; 3) determines the number of bursaries to award. This
committee also resolves any issues related to the functioning of the training program. All other
committees refer to the executive committee.
b) Program Advisory Committee: The committee is composed of the 3 professors in charge of
the courses, a representative of the trainees, the former training program director, a
representative from CIHR, a representative from FRSQ, a representative from the participating
universities, and the coordinator. Its main role is to determine the content of the training
curriculum of the microprogram. This committee will also oversee the training program’s
progress, make recommendations on future directions and modifications of the courses, and
ensure that the program follows the approved rules and to approve the selection criteria of
candidates for admission into the program. This committee meets twice a year.
c) Recruitment Committee is led by the nominated PI who is assisted by 4 co-PIs and the
coordinator. The primary responsibility of this committee is to attract the best students into the
training program. It establishes the best strategies to advertise the program, determine selection
criteria that will serve to evaluate candidates and identify the persons who will evaluate the
applications to the training program. Lastly this committee will forward the funding decisions to
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PI: Maltais, F 24143
Research proposal
Co-PIs: Berthiaume Y, Martin J, Schwartzman K, Rousseau E
the applicants.
d) Follow-up Committee involves all 4 co-PIs and the coordinator. This committee will ensure
that trainees progress well in their training program. On a yearly basis, the committee will send a
questionnaire to former trainees to inquire about the course of their professional career. This
committee will also resolve any conflicts that could arise between trainees and their respective
mentor.
f) Program Coordinator: Dr. Bruno Awissi is in charge of the day-to-day operation of the
training program. The coordinator sits in all different committees.
g) Mentors participate in carrying out the activities offered by the Program.
8. Institutional Support and Long-Term Sustainability.
8.1 Partnership
The financial support of our program is based on CIHR funding (1.8M$ total) which has
provided the bulk of the bursaries to students. Continued involvement of the CIHR is essential to
ensure the sustainability and viability of our training program. The other major player is the
Respiratory Health Network which has provided over $750,000 since 2003 to support this
program and has committed, for this renewal, 100 000$ annually in stipends to support the
training activities and over 150 000$ in various administrative costs (see budget module). Laval
University has provided a total of 90 000$ to support the program and will continue to do so for
the 2009-2015 period. The remaining four participating University have also financially
committed financially to this endeavor. Other partners includes the Association des
Pneumologues de la Province de Québec, Association Pulmonaire du Québec and Hôpital Laval.
Together, the participating universities and other partners will contribute over 300 000$ annually
in stipends, administrative costs and in-kind contribution. Clearly, this CIHR initiative is a strong
leverage to stimulate the involvement of several partners in training the next generation of
researchers in respiratory medicine. The level of support we receive from our partners indicates
that they share our enthusiasm toward the Quebec Respiratory Health Training Program and will
help to establish the long-term sustainability of the program.
Furthermore, the training program benefits directly from Respiratory Health Network resources:
like the videoconferencing capabilities, clinical databases, tissue banks, and Web resources. All
participating universities support and recognize the contributions of their faculty members to this
shared program and the students have free access to the infrastructure of the different University
and University hospitals for their training. This in kind contribution has been essential to the
success of the program.
8.2 Long-Term Sustainability
The long-term sustainability of our program will be assured not only by the financial
contribution of the Quebec Respiratory Health Network and other partners but also by our effort
to recruit all graduate students involved in respiratory research in the province of Quebec to the
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PI: Maltais, F 24143
Research proposal
Co-PIs: Berthiaume Y, Martin J, Schwartzman K, Rousseau E
training program. We hope that students or post-doctoral fellows who are receiving award from
FRSQ and CIHR and other research foundation could be automatically enrolled into the training
program. We believe that this objective is desirable given the high quality of the training
program and its add on value to traditional graduate studies. Reaching this objective will be an
important step toward long-term viability of the program. To this end, we will systematically
approach other research organizations (FRSQ, Canadian Lung Association, Hospitals and
research institutes) in the province to obtain their support and participation in our educational
project. This is quite possible since in the past two years, we have been able to recruit ten such
students to our program.
In this renewal we will be working to ensure that our training program reach a provincial
recognition that goes beyond the boundaries of each participating institutions. The objective will
required some adjustments in the administrative rules regulating graduate studies in Quebec.
Associated deans of graduate studies of all participating institution have agreed to help the
applicants to make this ambitious objective a reality.
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