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1 | AIM-AHEAD Glossary | |||||||||||||||||||||||||
2 | The AIM-AHEAD Glossary includes definitions and descriptions of terms, concepts, and programs that are specific to AIM-AHEAD and the fields of artificial intelligence and machine learning. The intent of the glossary is to foster consistent communication about AIM-AHEAD's program structure and collaborative research environment. The glossary is a living document that will be updated and amended as the program evolves. Ethical analysis requires that artificial intelligence and machine learning be developed, leveraged, and implemented in ways that maximize benefit and avoid harm to individuals and groups. In other words, developers of artificial intelligence/machine learning (AI/ML) platforms and tools must contemplate, anticipate, mitigate, and address potential issues with downstream data aggregation, interpretation, and use. Meeting these goals requires a shared understanding of the terms we use in the policies and processes intended to oversee downstream of data aggregation, interpretation, and use. We begin by defining ways in which the outputs of AI/ML can: 1) fail to be informative or hold utility for individuals and groups; 2) distinguish among individuals in inappropriate ways as a result of bias, failure of inclusion, insufficient engagement with key stakeholders including data subjects, or misuse; 3) be poorly vetted by individuals and groups who are or may be subject to potentially harmful actions and/or decisions made by key or authoritative stakeholders that rely on AI/ML for decision support. We then define demographic characteristics, including but not limited to self-defined or assigned race, ethnicity, sex, ability, and gender that can lead to errors in the development of AI/ML or potentially irreversible, intergenerational, and multigenerational harm to individuals and groups that are or become subjected to decisions informed by or based on AI/ML outputs. In many cases, these demographic characteristics are particularly problematic because they are inappropriately understood as being rooted solely or primarily in genetic or phenotypic differences rather than the products of discriminatory sociohistorical and sociocultural practices. The definitions that follow build upon existing understandings of these concepts, highlighting their particular importance for the optimal development, refinement, and implementation of AI/ML. | |||||||||||||||||||||||||
3 | Term Type | |||||||||||||||||||||||||
4 | Term | Academic/Industry Definition (Technical Definition) | Non-Academic/Industry Definition [Will revise definitions using 6-8 grade reading level criteria using a plain-language tool] | Creator Notes | Workgroup Feedback Notes | Source | AIM-AHEAD | |||||||||||||||||||
5 | Administrative Workgroup | Ensures optimal functioning of the AIM-AHEAD Consortium through active monitoring of the day-to-day operations of the Coordinating Center. | This group keeps track of daily Coordinating Center events to support the AIM-AHEAD group members in their work. | AI/ML | ||||||||||||||||||||||
6 | AI/ML Product and Service Council Work Group | Seeks to increase the availability and utilization of AI/ML products and services across members of the AIM-AHEAD Consortium. | The group works to improve access to AI/ML products and services for AIM-AHEAD members. | Public Health | ||||||||||||||||||||||
7 | AIM-AHEAD Connect | A mentoring, networking, and professional development platform to connect the AIM-AHEAD Consortium and community. | An online platform that connects experienced and trusted experts to AIM-AHEAD members looking for advice or training. | |||||||||||||||||||||||
8 | AIM-AHEAD Coordinating Center (A-CC) | Its function is to build trust and capacity with stakeholders in order to provide resources, collaborate on projects and activities, and advance health equity across the United States and territories through artificial intelligence and machine learning. The Coordinating Center is comprised of four (4) cores to facilitate these efforts: Leadership/Administrative Core, Data and Research Core, Data Science Training Core, and the Infrastructure Core. | The AIM-AHEAD Coordinating Center (A-CC) organizes all activities linked to AIM-AHEAD. It is made up of four groups, also known as Cores. These are the Leadership/Administrative Core, the Data and Research Core, the Data Science Training Core, and the Infrastructure Core. The A-CC helps the Cores work together and share resources as they work toward a common goal. | |||||||||||||||||||||||
9 | Algorithm | A process or set of rules to be followed in calculations or other problem-solving operations. The power of a machine to copy intelligent human behavior. | Instructions given to a computer by a person, designed to do a task. | Consult the appropriate WG for the appropriate academic/industry definition. | NIH Strategic Plan for Data Science. https://datascience.nih.gov/sites/default/files/NIH_Strategic_Plan_for_Data_Science_Final_508.pdf (pg.29) | |||||||||||||||||||||
10 | Algorithmic bias | Systematic and repeated errors in the collection and consideration of a variety of factors, including but not limited to: the design of the algorithm; unintended or unanticipated use or decisions relating to the way data are collected, represented, or used; lack of sensitivity to identity factors that contribute to bias in the evaluation of the algorithm, or misappropriation of the algorithm through miscommunicating or misunderstanding its limitations. | Mistakes in the way instructions are given to a computer that create unfair results. (14) | Developed by the Ethics and Equity Workgroup. Included in the Ethics and Equity Framework. | NIH Strategic Plan for Data Science | |||||||||||||||||||||
11 | Artificial Intelligence (AI) | The power of a machine to copy intelligent human behavior. | The ability for a computer to think and learn tasks typically done by people. (14) | (NBIB, 2020) as used in ACBC listening sessions Academic/industry definition as written potentially conflates AI and ML. Consult the appropriate WG. | Link to AI :https://www.inspiritscholars.com/blog/what-is-ai-for-kids/#:~:text=Artificial%20intelligence%2C%20or%20%E2%80%9CAI%2C,problem%2Dsolving%2C%20and%20learning. | |||||||||||||||||||||
12 | Bias | Systematic error in information originating, gathering, or assessment activities, leading to selecting or encouraging one outcome or answer over others, which can result in human decisions and values that echo societal or historical inequities, and/or produce inconclusive or limited assumptions about the broader population. | A way of thinking that unfairly favors or opposes a thing, person, or group over another. | Developed by the Ethics and Equity Workgroup. Included in the Ethics and Equity Framework. | ||||||||||||||||||||||
13 | Central Hub | Led by the University of North Texas Health Science Center, the Central Hub focuses on outreach to communities in Hawai'i, Guam, and American Samoa. | Led by the University of North Texas Health Science Center at Fort Worth, the Central Hub focuses on outreach to communities in Hawai'i, Guam, and American Samoa. | |||||||||||||||||||||||
14 | Cloud | Generally refers to computational infrastructure and services that are located off-site and owned by commercial providers. Cloud-based services offered by commercial providers include networks, servers, storage, applications, and other services and tools for data computation and hosting—all accessible via the web on a “pay-as-you-go” basis. | A computer service that allows people or groups to run programs, store, and share files on the internet rather than on their own device. (see Cloud Computing) | Consult Data and IT Security WG | NIH STRIDES initiative: https://datascience.nih.gov/strides/intro | |||||||||||||||||||||
15 | Cloud Computing | An internet-enabled shared system of resources usable by many individuals and groups | Storing, running, and sharing data on the cloud rather than a local server or computer. (see Cloud) | Consult Data and IT Security WG | NIH Strategic Plan for Data Science | |||||||||||||||||||||
16 | Communication and Dissemination Workgroup | Supports leadership and administration of AIM-AHEAD Coordinating Center by developing and supporting the AIM-AHEAD web portal, applications for collaboration, document management, communication, milestones management, consortium building and outreach, networking and mentoring, evaluation and reporting. | A workgroup that shares and promotes AIM-AHEAD communications programs and guidelines. | Academic/industry definition from internal slide presentation; public-facing definition pulled from WG Charter. | ||||||||||||||||||||||
17 | Community-Based Organizations | Non-profit organizations (with or without 501 c 3 status), associations, and faith-based organizations. | Non-profits and faith-based organizations working for, representing, and supporting people in the community. | Expand to include community health organizations, and other organizations that promote community wellness (or similar verbiage).?? | ||||||||||||||||||||||
18 | Consortium | [pull dictionary definition] | Groups of people that agree to work together to reach common goals. (See Consortium Members) | |||||||||||||||||||||||
19 | Consortium Development Workgroup | Seeks to increase the participation and engagement of researchers and communities that are under-represented in AI/ML modeling and applications through mutually beneficial partnerships. Supports the Leadership and Administrative Core in recruiting and retaining consortium members. | This group invites people and organizations who have been left out of AI/ML fields to join the AIM-AHEAD Consortium. | From Charter | ||||||||||||||||||||||
20 | Consortium Members | A network of partner institutions. Any person affiliated with AIM-AHEAD and it's initiatives. This person or organization/institution may or may not receive funding from AIM-AHEAD, but chooses to participate in workshops, webinars, AIM-AHEAD events/activities, and is a member of AIM-AHEAD Connect. | Any person supporting, taking part in, and/or joining AIM-AHEAD and AIM-AHEAD Connect. | Consult Consortium Development WG | ||||||||||||||||||||||
21 | Data and IT Security Workgroup | Ensures that data sets used for the AIM-AHEAD project are of high-quality and that data sets and infrastructure are secure and adhere to regulatory guidelines. | This group protects the value and safety of the data used for the AIM-AHEAD project. | Consult Data and IT Security WG ALTERNATE: Provide a comprehensive assessment and/or evaluation of information system policies, technical/non-technical security components, documentation, supplemental safeguards, policies, and vulnerabilities to determine project compliance with AIM-AHEAD Research | ||||||||||||||||||||||
22 | Data and Research Core | A technical core created to broaden the diversity of data and expand its availability to diverse teams of researchers to address health disparities research priorities and form an inclusive basis for AI/ML. The DRC is designed to help determine research priorities; facilitate the preparation, linking, and sharing of data; and enable data access and analysis for responsible and ethical application of AI/ML. | This core supports the use and sharing of data needed to make sure AI/ML research fairly represents our communities. | Consult DRC | DRC/OCHIN-Josh Lemieux | |||||||||||||||||||||
23 | Data Science Training Core | A technical core created to assess, develop, and implement training opportunities in data science and health equity research, large scale data analysis and management, cloud computing, and other areas to increase AI/ML capabilities among diverse population groups, specifically underrepresented or underserved groups impacted by health disparities. | This core creates training tools for applying data science and AI/ML research to healthcare. These AI/ML training tools are for diverse faculty, trainees, and members who serve our communities. | ACC slide presentation Consult DSTC | ||||||||||||||||||||||
24 | Diversity | The wide variety of shared and different personal and group characteristics among human beings. There are many kinds of diversity, including gender, sexual orientation, class, age, country of origin, education, religion, geography, physical or cognitive abilities, or other characteristics. Valuing diversity means recognizing differences between people, acknowledging that these differences are a valued asset, and striving for diverse and equitable representation as a critical step towards inclusivity. | Including representation from a range of backgrounds and experience. People have many things in common, like breathing, eating, and sleeping. The things that are not common, like age, class, schooling, beliefs, sexual preference, and physical or mental strengths, are kinds of diversity. Being able to accept and value the things that make people different and learn from each other is showing respect to their diversity. | Developed by the Ethics and Equity Workgroup. Included in the Ethics and Equity Framework. | Diversity can easily exist without equity for many groups, so we need to be clear that we value diversity and strive for equitable representation of groups across multiple identities with an emphasis on ensuring groups underrepresented in the biomedical sciences as highighted by NIH are included and resources targeted to suppport their representation at levels more similar to that in society | |||||||||||||||||||||
25 | Early Career Investigator | Researchers who are about to transition - or have recently moved - to fully independent positions as investigators, faculty members, clinician scientists, or scientific team leaders in industry. Early career researchers focus on establishing themselves as the experts in their chosen research areas. Examples of Early Career Investigators could be postdocs, instructors, and junior faculty. | People who choose their career in research or science and are usually moving into junior positions / job roles. Sometimes these people are called postdocs, instructors, or junior faculty. | Add postdocs, instructors, junior faculty, etc. ? | https://researchtraining.nih.gov/career/early-career | |||||||||||||||||||||
26 | Early Stage Investigator | A Principal Investigator / Program Director (PI/PD) who has completed their terminal research degree or end of post-graduate training within the past 10 years. An Early Stage Investigator has not previously competed successfully as PI/PD for a substantial independent research award. | People who are beginning to lead teams in research or science without supervision. These people are usually called Principal Investigators or Program Directors (PI/PD). | https://grants.nih.gov/grants/glossary.htm#E | ||||||||||||||||||||||
27 | Equity | Equity is fairness and justice in policy, practice, and opportunity designed to address the distinct challenges of non-dominant social groups, with an eye to improved outcomes with no disparities between groups. | Equity is fairness and justice in how laws are made and how people are treated. | Developed by the Ethics and Equity Workgroup. Included in the Ethics and Equity Framework. AHA Institute for Diversity and Health Equity Definition for Equity: "Equity ensures that individuals are provided the resources and support they need to have access to the same opportunities as the general population. While equity represents impartiality, the distribution is made in such a way to even opportunities for all the people, i.e. leveling the playing field. Conversely, equality indicates uniformity, where everything is evenly distributed among people." Glossary of Health Equity Transformation Terms | Equity (aha.org) | https://equity.aha.org/glossary | |||||||||||||||||||||
28 | Ethnicity | Distinct patterns of language, lifestyle, and illness & health beliefs encountered among an individual or representative population, regardless of race, and that may subject the individual or population to bias or discrimination. | A social group that has a common practice based on their background, birthright, culture, beliefs, descent, or country of origin. For AIM-AHEAD, we are interested in how this impacts the health of a person or a group of people. | Developed by the Ethics and Equity Workgroup. Included in the Ethics and Equity Framework. | ||||||||||||||||||||||
29 | Ethics and Equity Workgroup | This working group strives to ensure that ethics and fairness are at the front and center of artificial intelligence applications developed and implemented within AIM-AHEAD and among AIM-AHEAD partners with the intent to build equity in biomedical research, education, and healthcare. | A group of AIM-AHEAD members that works to ensure ethics and fairness are considered in the development of artificial intelligence and its application. | Consult Ethics and Equity Workgroup *Brad updated definition | ||||||||||||||||||||||
30 | External Advisory Board (EAB) | Advisory body that reviews programmatic activities and advises the Leadership/Administrative Core (LAC) on the implementation of strategies, governance, compliance, conflict resolution, milestones, performances, and other issues. The EAB members also review reports submitted by the consortium through the LAC to ensure consistency with the NIH’s and the Consortium’s vision, mission, and goals. | A board of professionals, industry experts, and community leaders outside of AIM-AHEAD who serve as advisors for the activities of AIM-AHEAD. | https://aim-ahead.net/home/leadership/eab | ||||||||||||||||||||||
31 | Fairness | Intent to promote nondiscrimination and population representation when assessing a group’s eligibility for a benefit or penalty. This is particularly important given the statistical likelihood that AI/ML systems could produce discriminatory outputs once algorithms are implemented across one or more datasets. | Fairness is honest, just, and equal treatment that does not favor one group over the other. This is important to AIM-AHEAD as some AI/ML processes can favor one group over the other. | Developed by the Ethics and Equity Workgroup. Included in the Ethics and Equity Framework. | ||||||||||||||||||||||
32 | Fellowship Program in Leadership | Training program that provides funding and support for a diverse group of participants from under-represented populations to actively participate in mentored didactic and experiential educational activities to convey the leadership competencies necessary to promote and achieve the strategic imperatives of AIM-AHEAD. | A program designed to give people from different backgrounds leadership training to work with AI/ML and to help achieve AIM-AHEAD’s mission. | https://aim-ahead.net/Fellows/LeadershipFellows | ||||||||||||||||||||||
33 | Gender Identity | When an individual’s gender identity and biological sex are not congruent, the individual may identify along the transgender spectrum. An individual may choose to change their gender one or more times. Varying cultural indicators of gender, such as clothing choice, speech patterns, and personality traits relate to gender, but are not acceptable means to determine another’s gender identity. The change in an individual’s gender can be used to abuse, discriminate against, and misrepresent individuals and groups. | Gender and sex are connected, but they don't mean the same thing as gender identity. Gender identity means how someone feels about their own gender inside, even if it doesn't match their body or what they were called when they were born. | Developed by the Ethics and Equity Workgroup. Included in the Ethics and Equity Framework. | https://www.who.int/health-topics/gender#tab=tab_1 | |||||||||||||||||||||
34 | Government | An entity representing different levels of society, including federal, state, county, city, township, special district, tribal, U.S. Territory, or independent school district. | The system by which a nation, state, or community is led or managed. | https://datascience.nih.gov/sites/default/files/AIM-AHEAD-ROA-202107013-final-508.pdf | ||||||||||||||||||||||
35 | Hallmarks of Success | Success measures and goals that help guide AIM-AHEAD's future direction and align with the program's North Stars and AIM-AHEAD Coordinating Center-wide evaluation plan. | Specific goals that help guide AIM-AHEAD's future direction and that connect with the program's North Stars. | |||||||||||||||||||||||
36 | Health Equity | Health equity is the principle underlying a commitment to reduce—and, ultimately, eliminate—disparities in health and in its determinants, including social determinants. Pursuing health equity means striving for the highest possible standard of health for all people and giving special attention to the needs of those at greatest risk of poor health, based on social conditions. (Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3863701/) | Everyone has a fair and equal ability to reach their full health potential. AHA Institute for Diversity and Health Equity Definition for Health Equity: Health equity means that everyone has a fair and just opportunity to achieve optimal health. Glossary of Health Equity Transformation Terms | Equity (aha.org) | https://www.cdc.gov/chronicdisease/healthequity/index.htm. | ||||||||||||||||||||||
37 | Healthcare Institutions and Providers | Health systems, public health practitioners, community health workers, residents, physicians, and Native health organizations | Healthcare institutions (e.g. hospitals, clinics, urgent care centers, and nursing homes) are places where healthcare providers (e.g. doctors, nurses, physician assistants, and other healthcare professionals) give people medical treatment, care, and advice | From Consortium Development Charter | ||||||||||||||||||||||
38 | Higher Education Institutions | A Higher Education Institution (HEI) is a public or other non-profit institution that is accredited and provides a program of education beyond secondary education. This can include Hispanic-Serving Institutions (HSIs), Historically Black Colleges and Universities (HBCUs), Tribally Controlled Colleges and Universities (TCCUs), Alaska Native and Native Hawaiian Serving Institutions, Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs) | Public/state, private and tribal institutions who provide education for people who have graduated from high school or equivalent. Some have the status of Minority Serving Institutions, such as Hispanic-Serving Institutions (HSIs), Historically Black Colleges and Universities (HBCUs), Tribally Controlled Colleges and Universities (TCCUs), Alaska Native and Native Hawaiian Serving Institutions, Asian American and Native American Pacific Islander-Serving Institutions (AANAPISIs) | How should we incorporate HBCUs/MSIs, etc. in the definitions? AIM-AHEAD prioritizes / strongly encourages participation from HBCUs/MSIs, …..??? | ||||||||||||||||||||||
39 | Hubs | Geographical areas that comprise AIM-AHEAD's South Central, Southeast, Northeast, North and Midwest, West and Central regions. Each Hub has a lead partner institution that is responsible for outreach to communities and stakeholders in its assigned region. | AIM-AHEAD is split into different areas across the United States, including South Central, Southeast, Northeast, North and Midwest, West, and Central regions. Each region is led by a group of people who are in charge of talking to people and communities in their area. | |||||||||||||||||||||||
40 | Inclusive | Avoiding bias by providing equitable and open access to opportunities and resources for engagement. This can be accomplished, for example, by enforcing fairness in the data collection methods, enforcing fairness in the assignment of labels, developing explainable, transparent, and interpretable models, having diverse teams monitoring models and looking for biases and eliminating them. | Meeting the needs of everyone, especially making things easier for people who have been left out in the past because of their race, gender, sexuality, or ability. | Developed by the Ethics and Equity Workgroup. Included in the Ethics and Equity Framework. | ||||||||||||||||||||||
41 | Industry/Private Sector | The sector (part) of the economy that is not under government control. These include small, large, minority-serving, and women-owned business in the U.S. market that are managed and controlled by non-government individuals in order to make a profit. They may decide to work with the government but are not under direct government control. | The private sector is made up of businesses that are owned and run by individuals or groups of people who are not part of the government. These businesses aim to make a profit by selling goods or services to customers. | |||||||||||||||||||||||
42 | Infrastructure | The human, organizational, information, material, and fiscal resources of the public health system that provide the capacity for the system to carry out its functions. Broad examples: Hardware, software and tools, shared data repositories, cloud capacity, common policies for data access Examples across scales: laptops for teaching, servers, data center capacity, public and hybrid cloud | The resources needed by people, projects, or businesses to carry out their functions. | https://idph.iowa.gov/Portals/1/Files/LPHS/LBOH%2010_glossary.pdf Source: National Conference of State Legislatures, Public Health Accreditation Board | ||||||||||||||||||||||
43 | Infrastructure Core | An AIM-AHEAD technical core created to assess data, computing, and software infrastructure models, tools, resources, data science policies, and AI/ML computing models that will facilitate AI/ML and health disparities research. The Infrastructure Core provides data and analysis environments to AIM-AHEAD programs to accelerate the overall AIM-AHEAD Coordinating Center aims. | The AIM-AHEAD Infrastructure Core reviews tools and resources that are used to further AIM-AHEAD research. | ACC slide presentation Check Charter template | ||||||||||||||||||||||
44 | Investment and Sustainability Workgroup | Determine AIM-AHEAD consortium needs and identify strategic partnerships and investments that will help create sustainability for the program. | The Investment & Sustainability Workgroup seeks out partners and funding to keep the AIM-AHEAD program active into the future. | Consult Investment and Sustainability WG. | ||||||||||||||||||||||
45 | IRB Compliance Workgroup | Local Institutional Review Boards (IRBs) protect the rights and welfare of human research subjects. The IRB Compliance Workgroup provides guidance to ensure compliance in human participants research across the AIM-AHEAD Consortium. | The IRB & Compliance Workgroup looks at and answers questions about following rules in AIM-AHEAD research. | |||||||||||||||||||||||
46 | Leadership / Administrative Core | The AIM-AHEAD Leadership and Administrative Core (L/AC) leads, recruits, and coordinates the AIM-AHEAD Consortium. The L/AC also rasies awareness about AIM-AHEAD to external stakeholders. | The Leadership and Administrative Core brings attention to AIM-AHEAD, gets people to join AIM-AHEAD, and helps connect people and resources within the AIM-AHEAD consortium. | Consult the L/AC | ||||||||||||||||||||||
47 | Machine Learning (ML) | A subfield of Artificial Intelligence (AI) in which a computer algorithm is developed to analyze and make predictions from data that is fed into the system. ML algorithms learn the relationships between some set of input data and a defining characteristic, instead of being explicitly programmed. | A field of computer science that gives computers the tools to learn without being directly programmed by humans. | (NBIB, 2020) ACBC -------- ALTERNATE: AIM-AHEAD ROA 2021 An area of artificial intelligence that is characterized by providing systems the ability to automatically learn and improve on the basis of data or experience, without being explicitly programmed | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8607970/ https://datascience.nih.gov/sites/default/files/NIH_Strategic_Plan_for_Data_Science_Final_508.pdf | |||||||||||||||||||||
48 | Mentees | Learners within AIM-AHEAD who engage in a dynamic reciprocal relationship with mentors with the aim of promoting professional development. | People who sign up as a Mentee/Leaner in AIM-AHEAD connect who actively seek guidance and advice from mentors (well- trained experts) to learn skills that will help them with their careers. | Consult Communications and Dissemination WG. Definition adapted from NRMN. Replaced "less experienced" descriptor with AIM-AHEAD references to mentors as "content experts" and mentees as "learners." | National Research Mentorship Network: https://nrmnet.net/blog/uncategorized/2019/05/08/glossary-of-nrmn-terms/ | |||||||||||||||||||||
49 | Mentors | Content experts or advanced career individuals within AIM-AHEAD who engage in a dynamic reciprocal relationship with mentees, with the aim of promoting professional development. | Mentors are well-trained experts within AIM-AHEAD who offer support and guidance to their other members to help them with their careers. | Consult Communications and Dissemination WG. Definition adapted from NRMN. Replaced "less experienced" descriptor with AIM-AHEAD references to mentors as "content experts" and mentees as "learners." | National Research Mentorship Network: https://nrmnet.net/blog/uncategorized/2019/05/08/glossary-of-nrmn-terms/ | |||||||||||||||||||||
50 | Multiple Principal Investigators | An NIH award model that allows multiple Program Directors/Principal Investigators from different institutions on a single grant application. MPIs share equal responsibility and accountability for leading and directing projects or activities that encourage interdisciplinary and team approaches to biomedical research. | With multiple principal investigators, leaders from different institutions work together on a single grant. Each leader is trusted to manage and guide projects within their organization. | https://grants.nih.gov/grants/glossary.htm#M ADAPTED FROM: Multiple Program Director/Principal Investigator (multiple PD/PI) awards are an opportunity for multidisciplinary efforts and collaboration through a team of scientists under a single grant award. All PD/PIs share equally the authority and responsibility for leading and directing the project, intellectually and logistically. Each PD/PI is responsible and accountable to the applicant organization, or as appropriate to a collaborating organization, for the proper conduct of the project or program, including the submission of all required reports. T | https://grants.nih.gov/faqs#/multiple-principal-investigators.htm?anchor=question52637 | |||||||||||||||||||||
51 | Network of Networks | Consult Network of Networks team *Omit for now | ||||||||||||||||||||||||
52 | North and Midwest Hub | Led by the University of Colorado Anschutz Medical Campus, the North and Midwest Hub focuses on outreach to communities in Washington, Oregon, Idaho, Alaska, Montana, Wyoming, Utah, Colorado, Kansas, Nebraska, South Dakota, North Dakota, Minnesota, Wisconsin, and Iowa. | Led by the University of Colorado Anschutz Medical Campus, the North and Midwest Hub focuses on outreach to communities in Washington, Oregon, Idaho, Alaska, Montana, Wyoming, Utah, Colorado, Kansas, Nebraska, South Dakota, North Dakota, Minnesota, Wisconsin, and Iowa. | |||||||||||||||||||||||
53 | North Stars | The four predictive objectives of AIM-AHEAD's long-term success: North Star-I. Develop a diverse, equitable, and inclusive AI/ML workforce North Star-II. Increase knowledge, awareness and national-scale community engagement/empowerment in AI/ML North Star-III. Use AI/ML to address disparities and minority health North Star-IV. Build community capacity and infrastructure in AI/ML to address community-centric health disparities and minority health | The four goals that will guide the long term success of the AIM-AHEAD Project. North Star-I. Work to recruit a diverse set of individuals to pursue careers in AI/ML. North Star-II. Help communities learn and understand AI/ML. North Star-III. Make healthcare fair and equal for everyone through the use of AI/ML. North Star-IV. Give underserved communities the tools they need to support better health with AI/ML. | |||||||||||||||||||||||
54 | Northeast Hub | Led by Johns Hopkins University, the Northeast Hub focuses on outreach to communities in Pennsylvania, New York, Vermont, New Hampshire, Maine, Massachusetts, Connecticut, Rhode Island, Maryland, New Jersey, and Delaware | Led by Johns Hopkins University, the Northeast Hub focuses on outreach to communities in Pennsylvania, New York, Vermont, New Hampshire, Maine, Massachusetts, Connecticut, Rhode Island, Maryland, New Jersey, and Delaware | |||||||||||||||||||||||
55 | Partners | Institutions and individuals who have a principal role in the proposed activities and accomplishments of the AIM-AHEAD program. | People who pledge to support the mission of the AIM-AHEAD program. | Erika: based on these definitions, is a partner a stakeholder too? | Lay definition from Annual Mtg presentation. | |||||||||||||||||||||
56 | Process and Evaluation Workgroup | Provides support as needed on evaluation plans and activities for the consortium. | This group looks at AIM-AHEAD to find ways to improve it in the future. | Consult Process and Evaluation Workgroup. | Erika: Representatives from each core responsible for conducting the process and programmitc evaluation of the AIM-AHEAD Consortium. Tracey: agree with Erika's suggestion. P & E workgroup cannot ensure the success of AIM AHEAD Allison: Maybe a definition like this - "The P&E WG provides support as needed on evaluation plans and activities for the consortium. Representatives from each core are responsible for conducting the process and programmatic evaluation; however, those core representatives are encouraged to participate in the WG for alignment of evaluation goals." | |||||||||||||||||||||
57 | Products | Tools, artifacts, material, and educational curricular that can be deployed, scaled, and transferred beyond AIM-AHEAD. Tools that can audit fairness and equity in products already in use? | Consult Product and Service Council Workgroup. The need to define "products" within AIM-AHEAD context was rasied during a WG meeting. The draft reflects thoughts from the discussion. *Omit for now | |||||||||||||||||||||||
58 | Race | A social construct or assumption based on patterns in a individual’s or representative population’s language, lifestyle, and/or health beliefs, and immutable characteristics, such as skin tone/color or hair texture, regardless of immigration status, socioeconomic status, genetic ancestry, or geographic origin, which may subject the individual’s or population to bias, structural racism, and/or discrimination that would warrant corrective anti-racism action(s). | Race is a way people are grouped together because of how they look, the language they speak, their lifestyles and/or their beliefs. It's not something that can change or be chosen. People might be treated unfairly or differently because of their race. | Developed by the Ethics and Equity Workgroup. Included in the Ethics and Equity Framework. | Maybe: Race is a man-made socio-political construct that has no direct relation to any medical or physiologic process outside of phenotype. In the United States (and many other places) race is the social interpretation of how one looks in a “race”- conscious society and was developed to control power based on how groups of people look (race). Race is socially assigned and is how society sees people. Racism is a system of assigning value (along with resources and opportunity) to people based on one's racial group assignment. In a race-conscious society, like the US, race is how society sees you and racism is how it treats you based on how it sees you. The conceptual use of race/racism was expanded to marginalize/oppress/dominate other people by social characteristics (ethnicity, culture/language/religion). As a research variable race is latent, unordered and has no direct relation to any medical or physiologic process (only associations). | |||||||||||||||||||||
59 | Representative | An individual or body chosen or appointed to act or speak for an individual, population, or subpopulation sharing a set of features or characteristics, including but not limited to gender, race, and/or sexual orientation. | Someone chosen to act or speak for others who share the same traits | Developed by the Ethics and Equity Workgroup. Included in the Ethics and Equity Framework. | ||||||||||||||||||||||
60 | Representative Sample | A subset of a population that reflects the characteristics of the entire population from which it has been selected. | Scientists use smaller groups of people to help them better understand larger groups of people. | Developed by the Ethics and Equity Workgroup. Included in the Ethics and Equity Framework. | this is tricky. what is is really representative of? I think we use that definition too loosely and it leads to problems. | |||||||||||||||||||||
61 | Research Fellows Program | Training program that provides funding and support for early-stage investigators (graduate students, postdocs, junior faculty, and others conducting research outside of an academic institution) from under-represented populations to actively participate in biomedical research that involves the use of AI/ML methodologies. | An AI/ML training program for people from underrepresented groups who are beginning to lead teams in research or science without supervision. | https://aim-ahead.net/ResearchFellows | ||||||||||||||||||||||
62 | Sexual Orientation | An individual’s capacity for attraction to and sexual activity with the same or different sex. An individual’s sexual orientation is indicated by one or more of the following: how an individual identifies their own sexual orientation, an individual’s capacity for experiencing sexual and/or affectional attraction to people of the same and/or different gender, and/or an individual’s sexual behavior with people of the same and/or different gender. Sexual orientation incorporates three core ideas: consensual human relationships—sexual, romantic, or both—the biological sex of a individual’s actual or potential relationship partners, and enduring patterns of experience and behavior. Sexual minorities, or people whose sexual orientation does not conform to heteronormative cultural expectations, are vulnerable to violence and discrimination. | Sexual orientation is about who a person has feelings for or does not have feelings for in a romantic, emotional, and sexual way. | Developed by the Ethics and Equity Workgroup. Included in the Ethics and Equity Framework. | ||||||||||||||||||||||
63 | South Central Hub | Led by the University of Houston, the South Central Hub focuses on outreach to communities in Texas, Louisiana, Oklahoma and Mississippi. | Led by the University of Houston, the South Central Hub focuses on outreach to communities in Texas, Louisiana, Oklahoma and Mississippi. | |||||||||||||||||||||||
64 | Southeast - Meharry Hub | Led by Meharry Medical College, the Southeast-Meharry Hub focuses on outreach to communities in Arkansas, Missouri, Illinois, Indiana, Michigan, Ohio, West Virginia, Kentucky, Tennessee, North Carolina and Virginia. | Led by Meharry Medical College, the the Southeast-Meharry Hub focuses on outreach to communities in Arkansas, Missouri, Illinois, Indiana, Michigan, Ohio, West Virginia, Kentucky, Tennessee, North Carolina and Virginia. | |||||||||||||||||||||||
65 | Southeast - Morehouse Hub | Led by Morehouse School of Medicine, the Southeast-Morehouse Hub focuses on outreach to communities in Alabama, Georgia, Florida, South Carolina, Puerto Rico and U.S. Virgin Islands. | Led by Morehouse School of Medicine, the Southeast-Morehouse Hub focuses on outreach to communities in Alabama, Georgia, Florida, South Carolina, Puerto Rico and U.S. Virgin Islands. | |||||||||||||||||||||||
66 | Special Interest Workgroup | *Omit for now | ||||||||||||||||||||||||
67 | Stakeholders | AIM-AHEAD Consortium members who are interested in conducting AI/ML for the purposes of promoting health equity. Stakeholders may receive or provide support or can be both recipients and providers of support. Support can be monetary or non-monetary (volunteering time, expertise, data, or in-kind contribution with AI/ML tools). | Anyone who wants to help support the AIM-AHEAD mission. | Industry definition from ACBC; Lay definition from Annual Mtg presentation. | ||||||||||||||||||||||
68 | Use Cases | Example situations used for learning, problem solving, or planning that AIM-AHEAD may encounter throughout it's lifecycle. | A situation that can be used as a test to learn more about or solve a problem that AIM-AHEAD may face. | |||||||||||||||||||||||
69 | West Hub | Led by the University of California, Los Angeles, the West Hub focuses on outreach to communities in California, Nevada, Arizona, New Mexico and Northern Mariana Islands. | Led by the University of California, Los Angeles, the West Hub focuses on outreach to communities in California, Nevada, Arizona, New Mexico and Northern Mariana Islands. | |||||||||||||||||||||||
70 | Add any new terms and/or definitions below this line. Make sure to include your name with your term/definition. | |||||||||||||||||||||||||
71 | Term | Academic/Industry Definition (Techincal Definition) | Public-facing Definition [Will revise definitions using 6-8 grade reading level criteria using a plain-language tool] | Creator Notes | Workgroup Feedback Notes | Source | ||||||||||||||||||||
72 | IRB WG: Data Governance | The policies and processes of how data is accessed and used. | The policies and processes of how data is accessed and used. | |||||||||||||||||||||||
73 | AIM-AHEAD Data | The AIM-AHEAD Consortium currently does not own or manage its own data. The Data & Research Core (DRC) and the Infrastructure Core (IC) are designed to facilitate access to data to meet the collaborative’s objectives of broadening representation and diversifying data sets used in AI/ML to address health disparities. For example, the DRC is making extracts of electronic health record (EHR) and social determinants of health (SDOH) data from the OCHIN-operated ADVANCE Collaborative research data warehouse to awardees of AIM-AHEAD sponsored programs based on the needs of their projects. The IC is supporting multiple models for data-sharing to enable access to data by awardees of AIM-AHEAD programs based on the needs of their projects. In Year 2 of the program, AIM-AHEAD partners will explore additional programs or models to broaden access to data. | The AIM-AHEAD consortium currently does not own or manage its own data. The Data & Research Core (DRC) and the Infrastructure Core (IC) are designed to facilitate access to data to meet the collaborative’s objectives of broadening representation and diversifying data sets used in AI/ML to address health disparities. For example, the DRC is making extracts of electronic health record (EHR) and social determinants of health (SDOH) data from the OCHIN-operated ADVANCE Collaborative research data warehouse to awardees of AIM-AHEAD sponsored programs based on the needs of their projects. The IC is supporting multiple models for data-sharing to enable access to data by awardees of AIM-AHEAD programs based on the needs of their projects. In Year 2 of the program, AIM-AHEAD partners will explore additional programs or models to broaden access to data. | IT and Data Security Oversight Work Group | ||||||||||||||||||||||
74 | Health Disparities | |||||||||||||||||||||||||
75 | Healthcare Associations | |||||||||||||||||||||||||
76 | Historically Black Colleges and Universities (HBCU) | |||||||||||||||||||||||||
77 | Hispanic Serving Insitutions (HSI) | |||||||||||||||||||||||||
78 | Tribal Colleges and Universities (TCU) | |||||||||||||||||||||||||
79 | Asian American and Native American Pacific Islander-Serving Institutions (AANAPISI) | |||||||||||||||||||||||||
80 | Minority Serving Insititutions (MSI) | |||||||||||||||||||||||||
81 | Surveillance | We need to define "surveillance" within the context of AIM-AHEAD? | ||||||||||||||||||||||||
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