Effectiveness of Innovative Research Mentor Interventions among Underrepresented Minority Faculty in the Southwest

西南地区代表性不足的少数族裔教师创新研究导师干预的有效性

• 批准号: 10459273
• 负责人: AKSHAY SOOD
• 金额: $ 71.77万
• 依托单位: UNIVERSITY OF NEW MEXICO HEALTH SCIS CTR
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-09 至 2024-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10459273
• 关键词: Behavioral; Characteristics; Climate; Competence; Custom; Development; Diverse Workforce; Effectiveness; Equipment and supply inventories; Faculty; Focus Groups; Goals; Grant; Group Interviews; Guidelines; Institution; Intervention; Knowledge; Literature; Measures; Mentors; Policies; Productivity; Program Development; Quasi-experiment; Randomized Controlled Trials; Research; Research Personnel; Scientist; Structure; Surveys; Training Support; Underrepresented Minority; base; career; compare effectiveness; evidence base; improved; innovation; insight; organizational climate; programs; skills; study population; success; support network; Behavioral; Characteristics; Climate; Competence; Custom; Development; Diverse Workforce; Effectiveness; Equipment and supply inventories; Faculty; Focus Groups; Goals; Grant; Group Interviews; Guidelines; Institution; Intervention; Knowledge; Literature; Measures; Mentors; Policies; Productivity; Program Development; Quasi-experiment; Randomized Controlled Trials; Research; Research Personnel; Scientist; Structure; Surveys; Training Support; Underrepresented Minority; base; career; compare effectiveness; evidence base; improved; innovation; insight; organizational climate; programs; skills; study population; success; support network

Although mentoring is critical to the success of investigators, the best practices for training and supporting mentors are not known. There is an urgent need to correct this gap in knowledge, particularly at institutions with large proportions of underrepresented minority (URM) faculty scientists. Our long-term goal is to create and scale interventions to enhance the skills of the diverse workforce to meet the nation's research needs. Our objective is to develop, implement, and evaluate theoretically grounded mentor development programs, mentor support networks, and customized institutional mentoring climate interventions. The rationale for our project is based upon the literature that conveys that mentors currently feel unprepared and unsupported in an institutional climate that is not aligned with their needs. We will accomplish our objective with the following Specific Aims: Aim 1: To compare the effectiveness of a combined online plus face-to-face research mentor development program vs. an online program alone, using a non-randomized quasi-experimental study. Hypothesis 1A: The combined mentor intervention results in greater and sustained improvement in mentor competency than the control intervention. Hypothesis 1B: The combined mentor intervention results in greater faculty mentee success in achieving milestones, including scholarly products, grants, and navigating critical career decisions. Hypothesis 1C: The combined mentor intervention results in greater number and quality of mentor-mentee behavioral interactions. Aim 2: To compare the effectiveness of a structured mentor support network, using a randomized controlled trial. Hypothesis 2A: As compared to mentors who do not participate, mentor support network participation results in a greater change in mentors' developmental network diversification and supportive characteristics. Hypothesis 2B: Mentors' developmental network diversification and supportive characteristic scores positively correlate with the faculty mentees' corresponding developmental network scores, subjective career success inventory scores, and research productivity. Hypothesis 2C: Content analysis will provide insights into contributions to changes in network characteristics of URM mentors and mentees and in career success and research productivity for URM mentees. Feasibility Aim 3: To determine the feasibility of developing, implementing, and evaluating customized institutional mentoring climate interventions. Hypothesis 3A: A faculty survey of mentoring climate and focus groups/interviews with institutional stakeholders can be used to identify institutional interventions of value related to mentoring structure, programs/activities, and/or policies/guidelines. Hypothesis 3B: Interventions that impact mentoring structure, programs/activities, and/or policies/guidelines improve the measured institutional mentoring climate in the study population. The completion of these Aims will establish the feasibility and effectiveness of mentor interventions, particularly among URM faculty at three southwestern institutions. This will allow evidence-based activities to replace trial-and-error approaches, expanding the scientific scope of the National Research Mentoring Network.

尽管指导对于调查人员的成功至关重要，但培训和支持的最佳实践是 导师不知道。迫切需要纠正知识的差距，尤其是在机构中 大量代表性不足的少数民族（URM）教师科学家。我们的长期目标是创建和扩展 采取干预措施，以提高各种劳动力的技能，以满足国家的研究需求。我们的目标 是为了制定，实施和评估理论上扎根的导师发展计划，导师支持 网络和定制的机构指导气候干预措施。我们项目的基本原理是基于的 关于传达导师当前感到不准备和不支持的文献 与他们的需求不符的气候。我们将以以下特定目标来实现我们的目标： 目标1：比较合并在线加上面对面研究导师开发的有效性 仅使用非随机的准实验研究，仅计划与在线计划。假设1a： 相比 控制干预。假设1b：综合导师干预导致教师成功的成功 在实现里程碑时，包括学术产品，赠款和导航关键职业决策。假设 1C：综合导师干预导致导师行为的数量和质量更大 互动。目的2：使用随机分组比较结构化导师支持网络的有效性 对照试验。假设2a：与不参加的导师相比，导师支持网络 参与导致导师的发展网络多元化和支持性的变化更大 特征。假设2b：导师的发展网络多样性和支持性特征 分数与教师受训者的相应发展网络分数（主观）正相关 职业成功清单分数和研究生产力。假设2C：内容分析将提供见解 为URM导师和受训者网络特征变化以及职业成功的贡献 以及针对URM受训者的研究生产力。可行性目标3：确定发展的可行性， 实施并评估定制的机构指导气候干预措施。假设3a：教师 对指导气候和焦点小组/与机构利益相关者的访谈的调查可用于识别 与指导结构，计划/活动和/或政策/准则有关的价值干预措施。 假设3b：影响指导结构，计划/活动和/或政策/指南的干预措施 改善研究人群中测得的机构指导气候。这些目标的完成将 建立导师干预的可行性和有效性，尤其是在URM教师中的三个 西南机构。这将允许基于证据的活动替代试验方法， 扩大国家研究指导网络的科学范围。