TRANSforming Bio-medical Research & Academic Faculty through Opportunity, TRaining, & Mentorship (TRANSFORM)

转变生物医学研究

• 批准号: 10675028
• 负责人: ESA M DAVIS
• 金额: $ 47.72万
• 依托单位: UNIVERSITY OF PITTSBURGH AT PITTSBURGH
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-01 至 2026-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10675028
• 关键词: Academia; Academy; Acceleration; Address; Area; Association of American Medical Colleges; Biomedical Research; Capital; Clinical Research; Decision Making; Department chair; Development; Development Plans; Discrimination; Disparity; Education; Ensure; Equity; Faculty; Feeling; Fostering; Funding; Funding Opportunities; Future; Goals; Grant; Health; Healthcare; Individual; Institution; Institutional Racism; Investments; Journals; Leadership; Link; Longevity; Measures; Medical; Medicine; Mentors; Mentorship; Minority; Minority-Serving Institution; Modality; Movement; Outcome; Participant; Personal Satisfaction; Persons; Positioning Attribute; Productivity; Program Development; Publications; Research; Research Personnel; Resources; Role; Safety; Science; Self Efficacy; Structure; Study Section; Time; Training; Training Activity; Underrepresented Minority; United States National Institutes of Health; Universities; Work; career; career development; cohort; editorial; education research; experience; faculty research; improved; innovation; instructor; matriculation; mid-career faculty; minority investigator; outreach; peer coaching; professional atmosphere; programs; psychologic; recruit; research faculty; satisfaction; senior faculty; skill acquisition; skills; skills training; stem; success; tenure track; underrepresented minority student; virtual; Academia; Academy; Acceleration; Address; Area; Association of American Medical Colleges; Biomedical Research; Capital; Clinical Research; Decision Making; Department chair; Development; Development Plans; Discrimination; Disparity; Education; Ensure; Equity; Faculty; Feeling; Fostering; Funding; Funding Opportunities; Future; Goals; Grant; Health; Healthcare; Individual; Institution; Institutional Racism; Investments; Journals; Leadership; Link; Longevity; Measures; Medical; Medicine; Mentors; Mentorship; Minority; Minority-Serving Institution; Modality; Movement; Outcome; Participant; Personal Satisfaction; Persons; Positioning Attribute; Productivity; Program Development; Publications; Research; Research Personnel; Resources; Role; Safety; Science; Self Efficacy; Structure; Study Section; Time; Training; Training Activity; Underrepresented Minority; United States National Institutes of Health; Universities; Work; career; career development; cohort; editorial; education research; experience; faculty research; improved; innovation; instructor; matriculation; mid-career faculty; minority investigator; outreach; peer coaching; professional atmosphere; programs; psychologic; recruit; research faculty; satisfaction; senior faculty; skill acquisition; skills; skills training; stem; success; tenure track; underrepresented minority student; virtual

Project Summary/Abstract Despite investment by the National Institutes of Health in training underrepresented minority (URM) biomedical researchers, diversity at the independent investigator and academic leadership ranks (e.g., Associate and Full Professors, Division Chiefs and Department Chairs) in academic medical institutions remains meager. In 2019, among all 179,238 full-time faculty at medical degree-granting institutions, only 9.5% were URMs. The attrition of intellectual capital from the academy painstakingly earned by URM mid-career faculty at the cusp of becoming independent researchers and/or taking on leadership roles is disheartening. Despite the promising outcomes of career development programs (CDP) in facilitating early career success, few CPDs intentionally support the needs of URM mid-career faculty by bolstering their leadership skills and mentoring them to strengthen their psychological safety and self-efficacy, both of which are critical for professional advancement. Our overall objective is to transform the diversity of the biomedical research workforce by establishing a national CDP that enhances retention, promotion, and attainment of institutional leadership roles, thereby promoting longevity of academic research careers of URM mid-career faculty. Our proposed TRANSFORM program unites the expertise and educational modalities of the Association of American Medical Colleges (AAMC) and the University of Pittsburgh's Institute for Clinical Research Education, in partnership with three minority serving institutions and Centers of Excellence to recruit mid-career faculty researchers at the cusp of promotion and deserving of consideration for institutional leadership positions. By leveraging the AAMC’s annual Mid-Career Minority Faculty Leadership Seminar as the entry point to our program, we will matriculate 20 scholars per year into a yearlong multi-faceted program for URM mid-career faculty. Our program aims to 1) promote career satisfaction and retention in research careers by strengthening psychological safety and self-efficacy through small group coaching and peer mentoring, 2) increase academic promotion and leadership attainment by providing culturally responsive leadership skills training, 3) accelerate research career trajectories for URM scholars by providing individualized mentoring and interactive customized career development plans, and 4) build structured opportunities to facilitate institutional change, by having URM scholars complete a collaborative leadership project with an institutional leader (e.g. Division Chief, Dept Chair). Developed with the diversity of partnerships necessary to ensure long-term sustainability, our innovative program will increase retention of mid-career faculty and their promotion to senior ranks and leadership roles. Bolstering the ranks of senior URM researchers will, in turn, aid in the recruitment and mentorship of future URM investigators, build equitable and inclusive institutional cultures and ultimately be transformative in diversifying the biomedical research workforce to ensure equity in health and healthcare for all.

项目摘要/摘要 尽管美国国立卫生研究院在代表性不足的少数民族（URM）生物医学方面进行了投资 研究人员，独立研究者和学术领导级的多样性（例如，副和完整 学术医疗机构的教授，部门负责人和部门主席）仍然微不足道。在2019年， 在医学学位授予机构的所有179,238名全职教师中，URMS只有9.5％。损耗 来自URM中级职业教师赢得了学院的知识分子资本 独立的研究人员和/或扮演领导角色令人沮丧。尽管有希望的结果 职业发展计划（CDP）在支持早期职业成功方面，很少有CPD有意支持 URM中级职业教师的需求是通过提高领导才能并指导他们加强他们的领导才能 心理安全和自我效能感，这对于专业发展至关重要。我们的整体 目的是通过建立一个国家CDP来改变生物医学研究人员的多样性 增强机构领导职务的保留，晋升和属性，从而促进长寿 URM中级教师的学术研究职业。我们提出的转型计划单位 美国医学院协会（AAMC）和大学的专业知识和教育方式 匹兹堡临床研究教育研究所与三个少数派服务机构合作， 卓越的卓越中心，以晋升和应得的风口 考虑机构领导职务。通过利用AAMC的年度职业少数族裔教师 领导力研讨会作为我们计划的切入点，我们将每年矩阵20学者成立一年 URM中级职业教师的多面计划。我们的计划旨在1）促进职业满意度和 通过小组增强心理安全性和自我效能来保留研究职业 教练和同伴心理，2）通过提供文化来提高学术晋升和领导力尝试 响应敏感的领导技能培训，3）通过提供URM学者的研究职业轨迹 个性化指导和互动定制的职业发展计划，以及4）建立结构化的 通过让URM学者完成协作领导才能促进机构变革的机会 与机构负责人（例如部门主席部主席）的项目。以伙伴关系的多样性开发 确保长期可持续性的必要条件，我们的创新计划将增加职业教师的保留 以及他们晋升为高级职员和领导职务。加强高级URM研究人员的等级将 转向，帮助未来URM调查人员的招聘和心态，建立公平和包容的机构 文化，最终在使生物医学研究人员多样化以确保公平方面具有变革性 所有人的健康和医疗保健。