Mechanisms for Enhancing Scholarly Achievements (MESA)

提高学术成就的机制（MESA）

基本信息

批准号：
8519471
负责人：
CARRIE JO BRADEN
金额：
$ 37.04万
依托单位：
UNIVERSITY OF TEXAS HLTH SCIENCE CENTER
依托单位国家：
美国
项目类别：
财政年份：
2010
资助国家：
美国
起止时间：
2010-08-10 至 2016-01-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/8519471
关键词：
Achievement Address Adherence Affect Age Allied Health Profession Ally Anxiety Area Attention Attitude Back Behavior Behavioral Belief Career Choice Characteristics Clinical Clinical Research Clinical Sciences Cognitive Collaborations Communication Communities Conflict (Psychology)Continuing Education Critiques Dentistry Development Diagnosis Discipline of Nursing Distal Doctor&apos s Degree Dose Education Elements Empathy Enrollment Ensure Ethnic Origin Exhibits Exposure to Faculty Fostering Future Gender Goals Health Health Occupations Health Professional Health Promotion Health Sciences Healthcare Individual Interdisciplinary Study Intervention Investigation Investments Knowledge Language Language Development Lead Learning Left Light Link Literature Longitudinal Studies Measures Mediating Mediator of activation protein Medicine Mentors Methods Minority Modeling Motivation Outcome Participant Perception Persons Population Preparation Prevention Problem Solving Process Productivity Protocols documentation Public Health Public Health Dentistry Race Randomized Relative (related person)Research Research Personnel Research Project Grants Resources Risk Risk Factors Safety Science Scientist Self Efficacy Self Perception Series Services Social Environment Societies Solutions Specific qualifier value Staging Students Testing Thinking Training Training Programs Translations Uncertainty Underrepresented Minority United States Vision Vulnerable Populations Work Workplace abstracting base career cohort comparison group design direct application disability education planning experience graduate student health care delivery health disparity help-seeking behavior human disease human subject improved interest knowledge base meetings member minority health parity premature programs prospective psychologic racial and ethnic racial and ethnic disparities research study resilience restoration skills success theories therapy design

项目摘要

DESCRIPTION (provided by applicant): Mechanisms for Enhancing Scholarly Achievements (MESA) Abstract The purpose of this randomized, controlled prospective-cohort-longitudinal study is to increase understanding of the mechanisms that contribute to the transition of a diverse group of Academic Health Science Center graduate students who are enrolled in clinical programs of study (medicine, nursing, dentistry, allied health, and public health) into planned pursuit of a clinical research scientist career. The framework for this initial test of an integrated series of interventions designed to build interdisciplinary research teams has a cognitive learning theory assumptive base specifying intra-person and organization resources that make it possible to reach desired scholarly achievement goals despite exposure to learning anxiety and uncertainty that accompanies entry into a team science learning frame. The theory informed intervention strategies incorporate the following elements: " Motivation direction and strength interventions to foster the development of personal research career goals; " Faculty and community mentor pool that link student participation with an interdisciplinary research team; " Research team building support to promote collaboration and healthy competition; " Individual capacity building essential cognitive skills (problem solving, cognitive reframing, delay in gratification and belief in self relative to research self-efficacy); " Participation across five semesters in team-based research projects directed toward health promotion/restoration for persons from vulnerable populations; " A scholars' seminar series (across five semesters) focused on essential research content and proficiencies. Five aims and 10 linked hypotheses address a test of outcomes and modeling of the proposed learning process that begins with Motivator Direction and Strength and ends with Scholarly Activity and Career Path plan. PUBLIC HEALTH RELEVANCE: Little is known about the factors that influence the pursuit of a research career by minority persons. The proposed study will add to what is known about key elements, the mechanisms, which promote the achievement of successful research careers of minority persons who are returning for a graduate degree in medicine, nursing, dentistry, allied health and public health. The potential impact of having evidence supported interventions that demonstrate the ability to increase the number of minority clinical researchers is the potential to more quickly and efficiently to produce a research workforce that better addresses the health needs of vulnerable populations.

描述（由申请人提供）：增强学术成就的机制（MESA）摘要这项随机，受控的前瞻性 - 霍尔特·洛道族人研究的目的是提高人们对有助于多元化学术健康中心研究生的过渡的机制的理解，这些学术中心的研究生从事研究的临床研究（医学，培训，培训，养育健康，养育健康，养育健康，养育健康，培养），培养健康，一项培养业和公共医疗，各自的养老金和公共医疗，以及一项公共医疗，各自的医疗研究），以及一项培养职业。该集成的一系列干预措施的初步测试的框架旨在建立跨学科研究团队具有认知学习理论假设基础，以指定内部资源和组织资源，尽管伴随着进入团队科学学习框架进入的学习焦虑和不确定性，但仍可以实现所需的学术成就目标。该理论告知干预策略纳入了以下要素：“动机方向和力量干预措施以促进个人研究职业目标的发展；”教师和社区导师池将学生参与与跨学科研究团队联系起来； “研究团队建立支持以促进合作和健康竞争；”个人能力建立基本认知技能（解决问题，认知重新定义，延迟满足和对自我效能的自我信念）； “五个学期参与基于团队的研究项目，针对弱势群体的人的健康促进/恢复；”学者的研讨会系列（跨越了五个学期），专注于基本的研究内容和能力。五个目标和10个相关的假设介绍了对拟议学习过程的结果和建模的测试，该过程始于激励者的方向和力量，并以学术活动和职业道路计划结束。公共卫生相关性：对影响少数族裔追求研究职业的因素知之甚少。拟议的研究将增加有关关键要素，机制的了解，这些机制促进了正在返回医学，护理，牙科，牙科，盟军健康和公共卫生研究生学位的少数族裔的成功研究职业。获得证据支持干预措施的潜在影响，证明有能力增加少数民族临床研究人员的数量，有可能更迅速，更有效地生产一项研究人员，以更好地解决弱势群体的健康需求。