Online Courses for Navigating Research Mentoring Relationships

用于导航研究指导关系的在线课程

• 批准号: 10459618
• 负责人: Janet L Branchaw
• 金额: $ 48.32万
• 依托单位: SCIENCE COMMUNICATION LAB, INC.
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-08-03 至 2025-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10459618
• 关键词: Address; Awareness; Biomedical Research; Career Choice; Career Mobility; Collaborations; Communities; Competence; Course Content; Data; Development; E-learning; Educational Curriculum; Educational process of instructing; Ensure; Environment; Evaluation; Face; Feedback; Graduate Education; Health Benefit; Institution; Instruction; Learning; Mentors; Modeling; Outcome; Participant; Personal Communication; Population Heterogeneity; Publications; Reporting; Reproducibility; Research; Research Training; Resources; Schools; Science; Scientist; Site; Social support; Students; Surveys; Testing; Time; Training; Training Programs; Underrepresented Populations; Universities; Update; Wisconsin; Woman; Work; base; career; career development; community building; education research; evaluation/testing; evidence base; graduate student; innovation; learning community; online community; online course; outreach; pilot test; programs; racial minority; recruit; responsible research conduct; skill acquisition; skills; student participation; student training; undergraduate student

PROJECT SUMMARY / ABSTRACT Research mentoring relationships are one of the most important means by which students acquire core research competencies, develop a strong sense of self-identity as a scientist, and prepare for careers. However, practical training for students in how to initiate and navigate these critical relationships is absent from most biomedical research training programs. In order to address this discrepancy in training, iBiology will partner with the authors of ​Entering Research​ at the University of Wisconsin-Madison to build, test, and evaluate a program of online instruction called “Navigating Research Mentoring Relationships.” This program will focus on students at the critical undergraduate to graduate transition, i.e., advanced research undergraduates and first year graduate students. “Navigating Research Mentoring Relationships” will provide instruction that can be integrated into the curriculum of an existing research training program or engaged with independently by students in programs that choose not to integrate it, as providing courses online allows the training material to be accessible regardless of personal or institutional resources. This program will address challenges that ​students ​from diverse backgrounds face as they transition from undergraduate to graduate school by (1) teaching them to cultivate mentoring relationships with intentionality and to leverage those relationships to benefit their education, research, and careers, (2) building a national community of students from diverse institutions and backgrounds to support their collective learning/training, (3) providing access to free evidence-based, in depth, just-in-time instruction in their research training, and (4) highlighting important cultural aspects of responsible conduct of research, reproducibility, and equity and inclusion. The program has four main aims. First, to develop the “Navigating Research Mentoring Relationships” online course content. Second, to develop evidence-based strategies to promote student engagement and learning through online communities. Third, to pilot test “Navigating Research Mentoring Relationships” with undergraduate and graduate students from diverse backgrounds. And fourth, to revise and disseminate the online courses to the public. The program will be evaluated using feedback from educational experts, as well as student testing of the courses and online learning communities at various stages. Evaluation data will include online surveys of students, course platform analytics, and pilot test site institutional data. The evaluation plan will allow for the assessment of program outcomes and whether the desired objectives have been met. The evaluation data will also allow for evidence-based revision and updating of the courses prior to release to the public, where the courses will be available to biomedical research trainees of all levels. The intended outcomes of this project are to build the critical interpersonal, communication, and collaboration skills students need to support positive mentoring relationships and, therefore, increase their persistence in a biomedical research career pathway.

项目摘要 /摘要 研究心理关系是学生获得核心的最重要手段之一 研究能力，发展出强烈的自我认同感，并为职业做准备。 但是，对于学生如何启动和浏览这些关键关系的实践培训是不存在的 大多数生物医学研究培训计划。为了解决培训中的这种差异，ibiology将 与威斯康星大学麦迪逊分校的进入研究的作者合作，以建造，测试和 评估一个名为“导航研究指导关系”的在线教学计划。这个程序 将专注于关键的本科生的学生，即高级研究 本科生和第一年的研究生。 “导航研究指导关系”将提供 可以集成到现有研究培训计划的课程或参与的指导 由选择不整合它的课程的学生独立，因为在线提供课程允许 无论个人或机构资源如何，都可以使用培训材料。这个程序将解决 来自潜水员背景的学生从本科过渡到研究生时面临的挑战 通过（1）教他们以意图培养心理关系并利用那些人 有利于他们的教育，研究和职业的关系，（2）建立一个国家的学生社区 从潜水员机构和背景来支持他们的集体学习/培训，（3）提供访问 在他们的研究培训中的免费基于证据的，深入的，即时的教学，（4）强调重要的 负责任的研究，可重复性以及公平与包容性的文化方面。该程序有 四个主要目标。首先，要开发“导航研究指导关系”在线课程内容。 第二，制定基于证据的策略来通过在线促进学生参与和学习 社区。第三，试点测试与本科生和 来自潜水员背景的研究生。第四，将在线课程修改和传播到 民众。该计划将使用教育专家的反馈以及学生测试进行评估 各个阶段的课程和在线学习社区。评估数据将包括在线调查 学生，课程平台分析和试点测试网站机构数据。评估计划将允许 评估计划成果以及是否达到所需目标。评估数据将 还允许在向公众发布之前对课程进行基于证据的修订和更新 各级生物医学研究学员将开设课程。该项目的预期结果 建立学生需要支持积极的人际交往，沟通和协作技能 指导人际关系，因此，在生物医学研究职业途径中增加了他们的持久性。