The IMPACT Study: Improving Mentorship Practice through Attributions and Conflict Training

IMPACT 研究：通过归因和冲突培训改进辅导实践

• 批准号: 10701078
• 负责人: ERIN L DOLAN
• 金额: $ 26.59万
• 依托单位: UNIVERSITY OF GEORGIA
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-10 至 2027-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10701078
• 关键词: Address; Affect; Biomedical Research; Conflict (Psychology); Control Groups; Deterioration; Educational Intervention; Effectiveness; Equity; Feedback; Field Reports; Gender; Goals; Hour; Humanities; Individual; Influentials; Intervention; Investments; Light; Mentors; Mentorship; Motivation; Outcome; Personal Satisfaction; Persons; Productivity; Public Health; Publications; Publishing; Randomized; Research; Resources; Social Sciences; Source; Stressful Event; Students; Surveys; Testing; Time; Touch sensation; Training; Training Programs; Underrepresented Populations; Underrepresented Students; Universities; Vertebral column; Work; Writing; career; comparison intervention; design; disability; doctoral student; effective intervention; effectiveness evaluation; effectiveness testing; ethnic minority; experience; experimental study; graduate student; improved; intervention program; low socioeconomic status; novel; pilot test; prevent; programs; racial minority; satisfaction; scale up; skills; skills training; success; theories

Project Summary Many students in biomedical graduate programs have negative experiences with their research advisors, leading to worse well-being and lower success. Further, conflicts with advisors can be worse for biomedical graduate students from underrepresented backgrounds (e.g., racial and ethnic minorities). Few intervention programs have examined how to improve student-advisor relationships in an ongoing, sustainable way. The current proposal aims to develop and test the effectiveness of a research advisor mentorship intervention with two complementary components: (1) attribution retraining, to encourage advisors to perceive their mentorship relationships as controllable and malleable in order to motivate them to improve their mentorship, and (2) conflict skills training, to equip advisors with specific and actionable ways to manage and resolve the inevitable conflicts that arise in these enduring relationships. A second goal is to examine whether a mentorship training program can be successful and sustainable with modest time and resource investments, to facilitate scale-up. Specific study aims are: 1) to develop, pilot test, and refine both light- and heavy-touch versions of a mentorship attribution retraining + conflict skills training intervention for research advisors; 2) to test the effectiveness of light-touch and heavy-touch interventions compared to a “no intervention” control group on mentoring relationship functions and quality as well as graduate students’ program satisfaction, scholarly productivity, and career intentions; and 3) to determine whether the effectiveness of either intervention is moderated by graduate students’ gender or membership in an underrepresented group (i.e., racial/ethnic minority, low socioeconomic status, disability status). To achieve these aims, iterative pilot work will be conducted to develop light- and heavy-touch versions of intervention materials. Then the effectiveness of both interventions will be tested by comparing them to a no-intervention control condition using a randomized experiment with 270 research advisors at a large U.S. research-intensive university. Both interventions will provide 8 hours of asynchronous content about attribution retraining and conflict skills training (1 hour per week); those in the heavy-touch condition will also attend a live, weekly 1-hour practice and discussion session (16 hours total). Advisors and students will be surveyed to assess any effects on the mentoring relationship. Effects on graduate student short- and long-term outcomes will also be assessed, including their scholarly productivity (e.g., presentations, publications), career intentions, and program satisfaction. Broadly, the project will demonstrate whether a novel intervention for research advisors improves graduate mentoring relationships and outcomes, and whether a light-touch version is sufficient to accomplish this.

项目概要 许多生物医学研究生课程的学生对他们的研究顾问有负面的经历， 此外，与顾问的冲突对于生物医学来说可能会更糟。 来自代表性不足的背景（例如少数种族和族裔）的研究生 很少干预。 项目研究了如何以持续、可持续的方式改善学生与导师的关系。 当前的提案旨在开发和测试研究顾问指导干预的有效性 两个互补的组成部分：（1）归因再培训，鼓励顾问感知他们的指导 关系是可控的和可塑的，以激励他们改善指导，以及（2） 冲突技能培训，为顾问提供具体且可行的方法来管理和解决不可避免的问题 这些持久关系中出现的冲突的第二个目标是检查是否进行指导培训。 通过适度的时间和资源投资，该计划可以取得成功并可持续，以促进扩大规模。 具体研究目标是：1）开发、试点测试和完善轻触和重触版本 研究顾问的导师归因再培训+冲突技能培训干预2) 测试 与“无干预”对照组相比，轻触和重触干预的有效性 指导关系的功能和质量以及研究生的项目满意度、学术 生产力和职业意向；以及 3) 确定任一干预措施的有效性 由研究生的性别或代表性不足的群体（即种族/民族 为实现这些目标，将进行迭代试点工作 开发轻触和重触版本的干预材料，然后研究两者的有效性。 将通过使用随机变量与无干预对照条件进行比较来测试干预措施 对美国一所大型研究密集型大学的 270 名研究顾问进行实验。 提供8小时关于归因再培训和冲突技巧培训的异步内容（每人1小时） 周）；处于重接触状态的人还将参加每周 1 小时的现场练习和讨论课程 （总共 16 小时）将对顾问和学生进行调查，以评估对指导关系的影响。 还将评估对研究生短期和长期成果的影响，包括他们的学术成果 生产力（例如，演示、出版物）、职业意图和项目满意度 广义上讲，是项目。 将展示针对研究顾问的新颖干预措施是否可以改善研究生指导关系 和结果，以及轻触版本是否足以实现这一目标。