Research Experience and Mentorship as Critical Interventions to Advance Diversity in Biomedical Science

研究经验和指导作为促进生物医学多样性的关键干预措施

• 批准号: 10724603
• 负责人: Paul R Hernandez
• 金额: $ 37.24万
• 依托单位: CLAREMONT GRADUATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2028-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10724603
• 关键词: Biomedical Research; Black race; Career Choice; Data; Doctor' s Degree; Educational Intervention; Effectiveness; Effectiveness of Interventions; Elements; Equilibrium; Faculty; Funding; Future; Healthcare; Hispanic; Intervention; Life; Longitudinal Studies; Mediating; Mentorship; Methodology; Personal Satisfaction; Population; Productivity; Race; Research; Research Personnel; Role; Science; Scientist; Students; Testing; Training; Training Programs; Treatment Efficacy; Underrepresented Populations; Underrepresented Students; United States; United States National Institutes of Health; Universities; biomedical scientist; career; college; comparison group; design; dosage; effectiveness testing; efficacy testing; ethnic identity; evidence base; experience; follow-up; graduate school; improved; insight; next generation; post-doctoral training; prospective; satisfaction; student retention; success; undergraduate research; undergraduate research experience; undergraduate student

Diversifying the biomedical workforce is imperative to meet the healthcare needs of the U.S. population. It is a long journey from being an undergraduate science major to becoming a scientific researcher, often more so for students from underrepresented groups. Some students persist, yet the majority leave the scientific research career path, either never making it to graduate school or failing to make the transition to becoming an independent scientist. We will build on our established longitudinal research to test the long-term effectiveness of two widely utilized interventions: undergraduate research experience (URE) and faculty mentorship. Between 2005-2017, our research team conducted an NIH- funded longitudinal study to test the effectiveness of formal interventions in retaining students from underrepresented groups in biomedical research (TheScienceStudy; R01GM075316). The results served to highlight the effectiveness of some interventions and the challenges associated with others. We have 12 years of data on 1,243 Black and Hispanic former science students. They are now completing their training (78% received a B.S., 32% an M.S., and 19% a Doctoral degree), and we have semester-by- semester data on URE and faculty mentorship duration, intensity, quality, and satisfaction. Propensity scores will provide a balanced comparison group against which to test the effectiveness of these interventions, with follow-up analyses focused on dosage effects. Using the Balanced Identity Design theoretical framework, we will collect five years of prospective data to answer critical questions. Specifically, we will quantify the long-term impact of UREs on biomedical career hallmarks of success (e.g., workforce entry, advancement, scholarly productivity), life satisfaction, and well-being. Also, what aspects of the undergraduate research experience (i.e., exposure, dosage, quality) have impacted the effectiveness of training the next generation of biomedical researchers? Finally, we will assess the long-term impact of undergraduate mentorship networks (e.g., quality of support, network diversity) on future biomedical career hallmarks of success, life satisfaction, and well-being specifically, which facets of mentorship networks (i.e., presence, quantity, quality) have had the most significant impact. Finally, we will assess the mediating role of science and science identity balance on the effectiveness of UREs and mentorship on the success of Black and Hispanic early and mid-career biomedical scientists. The proposed research has direct implications for training programs and interventions. Our specific aims test the direct impact of two widely implemented interventions – research experience and mentorship – as well as the boundary conditions surrounding these interventions on early and mid- career persistence and success among underrepresented science students.

必须多样化生物医学劳动力，必须满足美国的医疗保健需求 人口。从成为本科科学专业到成为科学的一段漫长的旅程 研究人员，通常是来自代表性不足的群体的学生。一些学生坚持不懈 多数人离开科学研究职业道路，要么从不进入研究生院或没有 过渡成为一名独立科学家。我们将建立我们既定的纵向 研究两种广泛使用干预措施的长期有效性的研究：本科研究 经验（URE）和教师心态。在2005年至2017年之间，我们的研究团队进行了NIH- 资助的纵向研究，以测试正式干预措施从 生物医学研究中代表性不足的组（Thesciencestudy; R01GM075316）。结果服务 强调某些干预措施的有效性以及与他人相关的挑战。我们有 关于1,243名黑人和西班牙裔前科学专业学生的12年数据。他们现在正在完成他们的 培训（78％获得了学士学位，每硕士32％，博士学位19％），我们有学期 关于URE和教师心态持续时间，强度，质量和满意度的学期数据。倾向 分数将提供一个平衡的比较组，以测试这些比较的有效性 干预措施，随访分析集中在剂量效应上。使用平衡的身份设计 理论框架，我们将收集五年的潜在数据来回答关键问题。 具体而言，我们将量化URE对生物医学职业成功标志的长期影响 （例如，劳动力进入，进步，科学生产力），生活满意度和福祉。还， 本科研究经验的哪些方面（即接触，剂量，质量）已经影响 培训下一代生物医学研究人员的有效性？最后，我们将评估 本科心态网络的长期影响（例如，支持质量，网络多样性）对 专门的成功，生活满意度和幸福感的未来生物医学职业标志 Mentalship网络的方面（即存在，数量，质量）具有最大的影响。 最后，我们将评估科学和科学身份平衡在有效性上的中介作用 关于黑人和西班牙裔早期和中期生物医学科学家的成功的乌雷和心态。 拟议的研究对培训计划和干预措施有直接影响。我们的具体 目标测试两种广泛实施干预措施的直接影响 - 研究经验和 资术 - 以及早期和中期这些干预措施的边界条件 职业持久性和代表性不足的科学专业学生的成功。