Peer group mentoring for racially underrepresented early career biomedical researchers: Identifying the unique influence of psychosocial support on personal gains and objective career outcomes

为种族代表性不足的早期职业生物医学研究人员提供同伴团体指导：确定社会心理支持对个人收益和客观职业成果的独特影响

• 批准号: 10206194
• 负责人: SUSAN S. GIRDLER
• 金额: $ 73.19万
• 依托单位: UNIV OF NORTH CAROLINA CHAPEL HILL
• 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/10206194
• 关键词: Academia; Address; Biomedical Research; Capital; Career Mobility; Collaborations; Communities; Competence; Data; Discipline; Elements; Ethnic group; Faculty; Focus Groups; Fostering; Funding; Gender; Grant; Institution; Intervention; Interview; Learning; Manuscripts; Mediating; Mentors; Modeling; North Carolina; Outcome; Participant; Peer Group; Population; Postdoctoral Fellow; Productivity; Psychosocial Assessment and Care; Psychosocial Influences; Publications; Race; Randomized; Research; Research Personnel; Risk; Science; Scientist; Self Efficacy; Socialization; Stereotyping; Structure; Syndrome; Testing; Time; Uncertainty; Underrepresented Populations; United States National Institutes of Health; Universities; Woman; Writing; analytical method; arm; base; career; collaborative approach; combat; evidence base; experience; faculty research; group intervention; improved; learning strategy; lens; men; mentoring community; microaggression; mid-career faculty; peer coaching; pre-doctoral; professor; psychosocial; racial and ethnic; recruit; role model; satisfaction; senior faculty; skills; stem; success; undergraduate student

Abstract Large sectors of the US population, especially certain racial and ethnic groups, remain underrepresented (UR) in the biomedical research (BMR) workforce. Although the National Institutes of Health has employed diversity- focused efforts to increase the proportion of UR scientists in BMR, these efforts have been largely focused at the undergraduate and predoctoral level. Racial/ethnic underrepresentation is evident at each stage of the BMR career trajectory, though the transitions from Postdoctoral Fellow (Postdoc) to Faculty and from Assistant to Associate Professor represent points of greatest risk for attrition from BMR. Inadequate mentoring, less access to role models, and isolation are implicated in racial/ethnic underrepresentation in academia. The dyadic mentoring model for UR groups is limited because few senior UR faculty exist and because it may not address the isolation experienced by UR scientists in BMR. Peer group mentoring is a strategy that builds a mentoring community and several facilitated (by a senior faculty) peer group mentoring models for UR Postdocs and Junior Faculty have shown promising outcomes. However, that research is uncontrolled and does not permit the disentanglement of the contributions of psychosocial support from those of skills-based mentoring. The primary objective of this proposal is to determine the unique contribution that psychosocial components of peer group mentoring make, above and beyond that of skills-based mentoring, to both personal gains and objective career outcomes for UR early career biomedical researchers using a facilitated peer group mentoring approach. The University of North Carolina and Duke University together will randomize 160 UR men and women Postdocs or Assistant Professors in BMR to one of two, 9-month, peer group mentoring arms, stratified by gender and rank, and facilitated by a senior UR BMR Faculty (with 6-8 peers/group),: 1) Skills-based only to facilitate manuscript and grant writing skills and other academic products; or 2) Skills-based + Psychosocial to include semi-structured discussions on topics such as microaggressions, the imposter syndrome, and cultural capital. Participants will be assessed for short-term (self-efficacy, belonging, vulnerability to stereotype threat, and professional identity), medium-term (career satisfaction and career commitment) and longer-term outcomes (NIH grant scores, funding, publications, citations, retention, promotion) at interim time points during and for a minimum of 2 years following the peer mentoring intervention. 50% of participants will provide qualitative data (interviews, focus groups, and written narratives) to elucidate the mechanisms by which the interventions influence outcomes. This research is expected to provide the evidence base for a scalable, effective approach to mentoring early career, UR biomedical researchers at other institutions.

抽象的 美国大部分人口，尤其是某些种族和族裔群体，代表性仍然不足 (UR) 生物医学研究 (BMR) 劳动力。尽管美国国立卫生研究院采用了多样性- 集中努力增加 UR 科学家在 BMR 中的比例，这些努力主要集中在 本科和博士前水平。种族/族裔代表性不足在各个阶段都很明显 BMR 职业轨迹，尽管从博士后研究员 (Postdoc) 到教职人员、从助理的转变 副教授代表了 BMR 流失风险最大的点。指导不够，少 获得榜样的机会和孤立与学术界的种族/族裔代表性不足有关。这 UR 团体的二元指导模式是有限的，因为高级 UR 教师很少，而且可能不存在 解决 UR 科学家在 BMR 中经历的孤立问题。同伴小组指导是一种建立 导师社区和几个（由高级教师）促进的 UR 同伴小组指导模型 博士后和初级教师已显示出可喜的成果。然而，这项研究是不受控制的， 不允许将心理社会支持的贡献与基于技能的支持分开 指导。 该提案的主要目标是确定心理社会成分的独特贡献 同伴小组辅导的效果远远超出了基于技能的辅导，它既能实现个人收益，又能促进个人利益的提高。 使用便利的同伴小组指导为UR早期职业生物医学研究人员提供客观的职业成果 方法。北卡罗来纳大学和杜克大学将共同随机抽取 160 名 UR 男性和 BMR 领域的女性博士后或助理教授到两个为期 9 个月的同行小组指导部门之一，分层 按性别和级别划分，并由 UR BMR 高级教员（每组 6-8 名同伴）协助：1) 仅基于技能 促进手稿并授予写作技能和其他学术产品；或 2) 基于技能 + 社会心理 包括关于微侵犯、冒名顶替综合症等主题的半结构化讨论 文化资本。参与者将接受短期评估（自我效能、归属感、刻板印象脆弱性 威胁和职业认同）、中期（职业满意度和职业承诺）和长期 期间临时时间点的结果（NIH 拨款分数、资金、出版物、引用、保留、晋升） 并在同伴指导干预后至少持续两年。 50%的参与者将提供 定性数据（访谈、焦点小组和书面叙述）来阐明 干预措施影响结果。这项研究预计将为可扩展的、 指导早期职业生涯、其他机构的 UR 生物医学研究人员的有效方法。