Retention in Research Careers: Mentoring for Scientific Communication Skills

研究职业的保留：科学沟通技巧的指导

• 批准号: 8366069
• 负责人: Carrie A. Cameron
• 金额: $ 35.55万
• 依托单位: UNIVERSITY OF TX MD ANDERSON CAN CTR
• 依托单位国家: 美国
• 财政年份: 2009
• 资助国家: 美国
• 起止时间: 2009-09-30 至 2016-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8366069
• 关键词: Academia; Address; Age; Attitude; Behavior; Behavioral; Behavioral Sciences; Belief; Cancer Center; Categories; Cognitive; Communication; Cultural Backgrounds; Data; Data Analyses; Data Collection; Development; Education; Educational Intervention; Educational process of instructing; Environmental Risk Factor; Epidemiology; Equation; Ethnic Origin; Exposure to; Faculty; Fellowship; Fostering; Gender; Gifts; Goals; Health Sciences; Incentives; Individual; Institution; Instruction; Intention; Intervention; Language; Learning; Linguistics; Manuscripts; Measures; Mediating; Mentors; Modeling; Modification; Motivation; National Institute of General Medical Sciences; Oral; Outcome; Participant; Performance; Persons; Play; Postdoctoral Fellow; Process; Race; Readiness; Recruitment Activity; Research; Resources; Risk; Role; Sampling; Science; Scientist; Secure; Self Efficacy; Sex Characteristics; Social Psychology; Source; Students; Surveys; Testing; Texas; Time; Training; Training Programs; Universities; Writing; abstracting; career; cohort; coping; doctoral student; expectation; falls; improved; instrument; interest; knowledge of results; model development; prospective; skill acquisition; skills; social; success; tool; web site

DESCRIPTION (provided by applicant): Mastering scientific communication (SC) skills is essential for successful scientists, and can be a challenge for junior scientists from any background, but may be especially difficult for those who are educationally under- prepared or who have had limited exposure to standard academic English. The burden of teaching such skills typically falls to mentors, who may find this task labor-intensive and frustrating. Non-natie English-speaking mentors may have particular difficulty, but even mentors with excellent language skills may not know how to teach effectively, and addressing these needs can further burden mentoring relationships already challenged by gender, age, or cultural gaps. Thus, the gap to address is the identification and modification of both trainee and mentor factors that influence trainee self-efficacy in SC skills development, particularly if such factors play a role n persistence of underrepresented groups in research. Our aims are to identify causal relationships between trainee and mentor factors in an adapted social cognitive model of SC skill development and to identify key moderating factors that change these relationships over time. We hypothesize that trainee efficacy beliefs in SC will predict their outcome expectations and interests in mastering SC skills and that mentor factors (e.g., high skill level in SC coaching availability, high interest), will be positively associated with trainee SC self-efficacy, goals, ad actions. We also hypothesize that the relationship between such mentor factors, trainee actions, and trainee long-term career goals will be fully mediated by trainee SC performance outcomes, and that mentors who are highly skilled and interested in SC mentoring will have trainees whose SC self-efficacy and performance outcomes will increase or remain high. Recruiting a cohort of 400 doctoral and postdoctoral trainees and their 400 faculty mentors from MD Anderson Cancer Center and through training programs elsewhere enriched for trainees of underrepresented groups, we will collect data 3 times over 30 months. Trainee-mentor dyads will be recruited using a snowball approach until desired numbers are achieved in categories by trainee factors (e.g., gender, race/ethnicity). Data will be collected through a secure website with IDs that match trainee-mentor dyads without personal identifiers, although matching is not required to accomplish study aims. Incentives will be provided for incremental completion of surveys, and to encourage mentor participation, additional gift-cards will be given to trainees when mentors complete surveys. Analytic approaches include structural equation, hierarchical, and longitudinal regression modeling. The multi-disciplinary team includes individuals trained in English, linguistics, epidemiology, social psychology, education, and communication. If successful, we will have a validated conceptual model describing trainee SC skill acquisition and its impact on persistence in research careers, and the mediating influence of mentors measured over time. This model will identify risk points for us to develop educational interventions that increase persistence of trainees in pursuing research careers. PUBLIC HEALTH RELEVANCE: As the mastery of scientific communication skills is essential for the career success of scientists, but can be a challenge for junior scientists for those who ar educationally under-prepared or who have had limited exposure to standard academic English, the main burden of teaching communication skills typically falls upon mentors who often find this task labor intensive and frustrating, and useful tools rare. Mentors who are not themselves native English speakers may have particular difficulty mentoring for scientific communication, but even mentors with excellent language skills may not know how to teach their trainees effectively; addressing these needs can further burden mentoring relationships already challenged by gender, age, or cultural gaps. For these reasons, the critical gap we will address is the identification and modification of both mentor and trainee factors that influence trainee self-confidence in scientific communication skills development, particularly if such factors play a role in the persistence or lack of persistence of under-represented groups in science and academia.

描述（由申请人提供）：掌握科学沟通（SC）技能对于成功的科学家来说至关重要，对于来自任何背景的初级科学家来说可能是一个挑战，但对于那些在教育不足或对标准学术英语持有量有限的人来说，可能特别困难。教导这种技能的负担通常落在导师身上，他们可能会发现这项任务是劳动力密集和令人沮丧的。非纳蒂说英语的导师可能会遇到特别的困难，但是即使具有出色语言技能的导师也可能不知道如何有效教授，并且满足这些需求可能会进一步负担受到性别，年龄或文化差距挑战的指导关系。因此，要解决的差距是对学员和导师因素的识别和修改，这些因素和导师因素都会影响学员的自我效能在SC技能发展中，尤其是如果这些因素在研究中扮演代表性不足的群体的持久性。我们的目的是在适应于SC技能发展的社会认知模型中确定受训者与导师因素之间的因果关系，并确定随着时间的推移改变这些关系的关键调节因素。我们假设SC中的受训者效力信念将预测他们在掌握SC技能方面的结果和兴趣，而指导因素（例如，SC教练可用性的高技能水平，高兴趣）将与受训者SC自我效能，目标，目标，AD行动呈正相关。我们还假设，此类导师因素，学员行动和学员长期职业目标之间的关系将由受训者SC的表现成果充分调节，并且对SC指导高度熟练和感兴趣的导师将拥有SC自我效能和表现成果的学员，或者保持高度。招募400名博士和博士后学员及其来自MD Anderson癌症中心的400名教师导师，并通过在其他地方丰富了代表人数不足的群体的培训计划，我们将在30个月内收集3次数据。实习生的二元组将通过雪球方法招募，直到受训者因素（例如性别，种族/种族）在类别中实现所需的数字为止。数据将通过一个安全的网站收集，该网站的ID可以匹配没有个人标识符的学员 - 委员会的二元组，尽管不需要匹配来完成学习目标。将提供激励措施，以逐步完成调查，并鼓励导师参与，当导师完成调查时，将向学员提供其他礼品卡。分析方法包括结构方程，分层和纵向回归建模。多学科团队包括接受英语，语言学，流行病学，社会心理学，教育和沟通的个人。如果成功，我们将有一个验证的概念模型，描述了学员SC技能的获取及其对研究职业持续性的影响，以及随着时间的推移所测量的导师的中介影响。该模型将确定我们开发教育干预措施的风险点，以增加从事研究职业的学员的持久性。 公共卫生相关性：由于掌握了科学沟通技巧对于科学家的职业成功至关重要，但对于那些在教育上做准备不足或对标准学术英语的影响有限的人来说，这对于初级科学家来说是一个挑战，教学沟通技巧的主要负担通常会落在导师身上，他们通常会发现这种任务劳动劳动劳动劳动劳动力繁重，劳动劳动力集中和有用的工具，并且有用的工具稀有。本身不是英语的人可能很难指导科学交流，但即使具有出色语言技能的导师也可能不知道如何有效地教学员。满足这些需求可能会进一步负担性别，年龄或文化差距已经挑战的指导关系。由于这些原因，我们将要解决的关键差距是识别和修改导师和受训者因素，这些因素和受训者因素会影响学员在科学沟通技能发展中的自信心，特别是如果这些因素起作用 在科学和学术界代表性不足的群体的持久性或缺乏持久性中的作用。