The IMPACT Study: Improving Mentorship Practice through Attributions and Conflict Training

IMPACT 研究：通过归因和冲突培训改进辅导实践

• 批准号: 10505974
• 负责人: ERIN L DOLAN
• 金额: $ 28.93万
• 依托单位: UNIVERSITY OF GEORGIA
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-10 至 2027-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10505974
• 关键词: Address; Affect; Biomedical Research; Conflict (Psychology); Control Groups; Educational Intervention; Effectiveness; Feedback; Field Reports; Gender; Goals; Hour; Humanities; Individual; Influentials; Intervention; Investments; Light; Mentors; Mentorship; Motivation; Outcome; Personal Satisfaction; Persons; Productivity; Public Health; Publications; Publishing; Randomized; Research; Resources; Social Sciences; Source; Stressful Event; Students; Surveys; Testing; Time; Touch sensation; Training; Training Programs; Underrepresented Populations; Underrepresented Students; Universities; Vertebral column; Work; career; comparison intervention; design; disability; doctoral student; effective intervention; effectiveness evaluation; effectiveness testing; ethnic minority; experience; experimental study; graduate student; improved; intervention program; low socioeconomic status; novel; pilot test; prevent; programs; racial and ethnic; racial minority; satisfaction; scale up; skills; skills training; success; theories

Project Summary Many students in biomedical graduate programs have negative experiences with their research advisors, leading to worse well-being and lower success. Further, conflicts with advisors can be worse for biomedical graduate students from underrepresented backgrounds (e.g., racial and ethnic minorities). Few intervention programs have examined how to improve student-advisor relationships in an ongoing, sustainable way. The current proposal aims to develop and test the effectiveness of a research advisor mentorship intervention with two complementary components: (1) attribution retraining, to encourage advisors to perceive their mentorship relationships as controllable and malleable in order to motivate them to improve their mentorship, and (2) conflict skills training, to equip advisors with specific and actionable ways to manage and resolve the inevitable conflicts that arise in these enduring relationships. A second goal is to examine whether a mentorship training program can be successful and sustainable with modest time and resource investments, to facilitate scale-up. Specific study aims are: 1) to develop, pilot test, and refine both light- and heavy-touch versions of a mentorship attribution retraining + conflict skills training intervention for research advisors; 2) to test the effectiveness of light-touch and heavy-touch interventions compared to a “no intervention” control group on mentoring relationship functions and quality as well as graduate students’ program satisfaction, scholarly productivity, and career intentions; and 3) to determine whether the effectiveness of either intervention is moderated by graduate students’ gender or membership in an underrepresented group (i.e., racial/ethnic minority, low socioeconomic status, disability status). To achieve these aims, iterative pilot work will be conducted to develop light- and heavy-touch versions of intervention materials. Then the effectiveness of both interventions will be tested by comparing them to a no-intervention control condition using a randomized experiment with 270 research advisors at a large U.S. research-intensive university. Both interventions will provide 8 hours of asynchronous content about attribution retraining and conflict skills training (1 hour per week); those in the heavy-touch condition will also attend a live, weekly 1-hour practice and discussion session (16 hours total). Advisors and students will be surveyed to assess any effects on the mentoring relationship. Effects on graduate student short- and long-term outcomes will also be assessed, including their scholarly productivity (e.g., presentations, publications), career intentions, and program satisfaction. Broadly, the project will demonstrate whether a novel intervention for research advisors improves graduate mentoring relationships and outcomes, and whether a light-touch version is sufficient to accomplish this.

项目摘要 许多生物医学研究生课程的学生都在研究顾问中有负面经验 导致福祉和较低的成功，与顾问的冲突可能会更糟 来自代表性不足的背景的研究生（例如种族和少数民族）。 计划研究了如何以一种持续的，可持续的方式改善学生顾问的关系 当前的建议旨在开发和测试研究顾问指导干预的有效性 两个组件组件：（1）归因培训，以鼓励顾问感知他们的指导 为了激励他们改善他们的指导，（2） 冲突技能培训，为顾问提供特定而可行的方法来管理和解决不可避免的 在持久的关系中出现的冲突。 计划可以成功且可持续，并进行适度的时间和资源投资，以促进扩大规模。 具体研究的目的是：1）开发，试点测试和完善两个亮点版本的 指导吸引力培训 +冲突技能培训干预措施； 2） 与“无干预”对照组相比，轻触式和重型干预的有效性 指导关系功能和质量以及研究生课程的尊敬，学术性 生产力和职业强度； 3） 由研究生的性别或成员资格在Anderprespent的群体中主持（即种族/民族 少数派，社会经济状况低，残疾状况）。 开发灯光和重型版本的国际材料的有效材料。 干预措施将通过使用Arandomized将其撰写为NO-I国际控制条件来测试干预措施 在美国大型研究干扰的270名研究顾问中进行实验 提供8个小时的异步内容有关吸引力训练和冲突技能培训 周； （总共16小时）。 还将评估对研究生短期结局的影响，包括他们的学术 生产力（例如，演示，出版物），职业意义和计划的卫生性 将证明对研究顾问的新干预是否可以改善研究生指导关系 结果，以及轻触觉版本是否是为此做到这一点的选举权。