Effectiveness of TEACH Research

TEACH 研究的有效性

基本信息

批准号：
7493159
负责人：
DAVID O MELTZER
金额：
$ 8.6万
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/7493159
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

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 multi- tiered 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.

研究表明，少数民族青年成功职业发展的重要因素是培养雄心勃勃的野心，它不仅结合了进入专业的愿望，还包括知识，实现这一目标所需的态度和行为。我们假设早期引入了高度结构化的现实生活中的职业经验，包括在职业发展的各个阶段与导师的互动将促进一致的野心可能会促进少数族裔青年的成功职业发展。我们已经使用了这个理论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（培训研究计划的早期成就旨在使学生接触现实的职业活动和指导的多层结构。现实的职业活动将通过动手进行芝加哥大学正在进行的临床研究项目的住院项目实习。多指导的分层结构将通过导师领导的结构化会议和活动提供从本科生到经验丰富的研究教师。我们相信少数族裔高中生通过此事接触现实的职业经验和临床研究中的多层导师网络计划将变得更加参与这些经验，并将更容易地确定特定于职业的榜样比仅接触传统教学教学的学生。反过来，我们认为少数族裔高中从事现实的职业经验并确定特定于职业的榜样的学生会更经常获得特定于职业的知识，培养适当的态度并展示面向目标的行为（即发展与暴露于传统教学的学生相比，与临床研究职业相关的野心）与单独说明。为了检验我们的假设，我们将比较随机的学生研究计划与那些随机到传统教学教学的研究计划。我们希望通过我们分析，我们将能够推进有关促进少数族裔青年进入临床的现有文献通过更好地理解现实的职业经验和多层指导的研究来进行研究程序性干预措施为少数族裔青年提供可以的知识，态度和行为促进他们从事临床研究的职业。