Effectiveness of TEACH Research

TEACH 研究的有效性

基本信息

批准号：
7271258
负责人：
DAVID O MELTZER
金额：
$ 40.13万
依托单位：
UNIVERSITY OF CHICAGO
依托单位国家：
美国
项目类别：
财政年份：
2005
资助国家：
美国
起止时间：
2005-08-05 至 2009-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7271258
关键词：
Academic Medical Centers Accounting Address Adolescent Affect Attitude Behavior Businesses Career Choice Chicago Child Clinical Clinical Research Commit Communities Condition Data Decision Making Development Diagnosis Disadvantaged Disease Education Effectiveness Elements Ensure Evaluation Evaluation Research Event Exhibits Exposure to Face Faculty Family Fostering Future Goals Hand Health Health Knowledge, Attitudes, Practice Health Occupations Health Professional Healthcare Hospitalists Hospitals Human Indium Instruction Internships Intervention Interview Knowledge Knowledge acquisition Learning Life Literature Measures Medical Medical Students Medicine Mentors Mentorship Methods Minority Minority Groups Minority Outreach Program Modeling NCI Scholars Program Numbers Occupations Outcome Parents Participant Patients Performance Persons Plant Roots Policies Population Population Heterogeneity Pre-Post Tests Principal Investigator Process Professional counselor Program Development Randomized Range Readiness Reporting Research Research Personnel Research Project Grants Research Training Sampling Schools Science Socioeconomic Factors Socioeconomic Status Staging Structure Students Surveys Syphilis System Techniques Testing Theoretical model Time Training Underrepresented Minority Universities Work Youth base career college concept design desire experience goal oriented behavior high school improved insight instrument interest intervention program medical schools member outreach outreach program patient oriented research peer programs role model skills social success theories university student

项目摘要

DESCRIPTION (provided by applicant): Research has demonstrated that an important element in the successful career development of minority youth is fostering aligned ambition, which incorporates not only the desire to enter a profession, but the knowledge, attitudes and behaviors necessary to attain that goal. We hypothesize that early introduction of a highly structured real-life career experience including interaction with mentors at various stages of career development will foster aligned ambition that may can promote successful career development in minority youth. We have used this theory to create a career development program to inspire minority youth to enter clinical research. The TEACH (Training Early Achievers for Careers in Health) Research program is designed to expose students to realistic career activities and a multi-tiered structure of mentorship. The realistic career activities will occur through a hands-on internship on the Hospitalist Project, an ongoing clinical research project at the University of Chicago. A multitiered structure of mentorship will be provided through structured sessions and activities led by mentors ranging from undergraduate students to experienced research faculty. We believe that minority high school students exposed to realistic career experiences and a multi-tiered network of mentors in clinical research through this program will become more engaged in those experiences and will more readily identify career-specific role models than students exposed to traditional didactic instruction alone. In turn, we believe that minority high school students who are engaged in realistic career experiences and identify career-specific role models will more often acquire career-specific knowledge, cultivate appropriate attitudes, and exhibit goal-oriented behavior (i.e. develop aligned ambitions) relevant to a career in clinical research compared to students exposed to traditional didactic instruction alone. In order to test our hypotheses, we will compare students that were randomized to the TEACH Research program with those randomized to traditional didactic instruction. It is our hope that through our analyses, we will be able to advance the existing literature on promotion of entry of minority youth into clinical research by better understanding how realistic career experiences and multi-tiered mentorship can be used in programmatic interventions to provide minority youth with the knowledge, attitudes, and behaviors that can promote their entry into a career in clinical research.

描述（由申请人提供）：研究表明，少数族裔青年成功职业发展的重要因素是培养雄心勃勃的野心，这不仅结合了进入专业的愿望，还包括实现这一目标所必需的知识，态度和行为。我们假设早期引入了高度结构化的现实生活职业经验，包括在职业发展的各个阶段与导师的互动将促进雄心壮志，这可能会促进少数族裔青年的成功职业发展。我们已经使用该理论来创建一个职业发展计划，以激发少数青年进入临床研究。教学（培训健康职业的早期成就）研究计划旨在使学生接触现实的职业活动和多层指导结构。现实的职业活动将通过芝加哥大学正在进行的临床研究项目的医院主义项目实习。由学师到经验丰富的研究学院，将通过导师的结构化课程和活动来提供多层指导的结构。我们认为，通过该计划，通过该计划的临床研究中接触现实的职业经验的少数族裔高中学生和多层导师网络将变得更加参与这些经验，并且比仅接触传统教学教学的学生更容易地识别特定于职业的榜样。反过来，我们认为，从事现实的职业经验并确定特定于职业的榜样的少数族裔高中生将更经常获得特定于职业的知识，培养适当的态度，并表现出与与传统的教学教学相比，与临床研究中的职业相关的临床研究中的职业与职业相关。为了检验我们的假设，我们将比较被随机的教学研究计划的学生与随机的传统教学教学的学生进行比较。我们希望通过分析，我们将能够通过更好地了解如何将现实的职业经验和多层指导能够用于促进少数群体青年进入临床研究的现有文献，以在计划干预措施中使用，以向少数民族的青年提供知识，态度和行为，从而促进他们从事临床研究的职业。