A Train-the-Trainers Approach to Developing a Diverse and Successful Workforce in Behavioral and Biomedical Sciences

培养行为和生物医学领域多元化且成功的劳动力的培训师培训方法

• 批准号: 10374866
• 负责人: Jeannette D. Hoit
• 金额: $ 20.59万
• 依托单位: JACKSON STATE UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-04-01 至 2025-03-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10374866
• 关键词: Active Learning; Address; Administrator; Applications Grants; Behavioral; Behavioral Research; Biomedical Research; Climate; Communities; Conflict (Psychology); Consultations; Data; Data Reporting; Development; Dimensions; Disabled Persons; Discipline; Diverse Workforce; Ecosystem; Educational Materials; Educational process of instructing; Educational workshop; Effectiveness; Elements; Employment; Ensure; Environment; Ethics; Ethnic group; Evaluation; Exhibits; Faculty; Funding; Home; Individual; Industry; Institution; Instruction; Intuition; Laboratories; Language; Leadership; Manuals; Manuscripts; Mentors; Methods; National Institute of General Medical Sciences; Occupations; Online Systems; Oral; Participant; Persons; Postdoctoral Fellow; Privatization; Professional Organizations; Professional Practice; Publishing; Reproducibility; Research; Research Ethics; Research Institute; Research Personnel; Research Training; Resources; Science; Scientific Societies; Scientist; Secure; Services; Slide; Social Responsibility; Source; Stress; Students; Teacher Professional Development; Time; Time Management; Trainers Training; Training; Training Programs; Update; Work; Workplace; Writing; career; conflict resolution; cultural competence; design; disability; ethnic diversity; ethnic minority population; follow-up; graduate student; high standard; improved; innovation; instructor; member; outreach; posters; programs; response; responsible research conduct; skill acquisition; skills; success; tool; university student; web site

Project abstract We propose to establish a new national training program in response to the NIGMS initiative, “Innovative Program to Enhance Research Training” (IPERT), that is designed to increase the size of a highly skilled, successful, and diverse behavioral and biomedical workforce. Our intension is to accomplish this by instructing researchers at academic institutions, research institutes, scientific societies, and private industry in the best professional skills, including research ethics, and in the ways by those skills can be effectively transmit to trainees at their home institutions or professional societies. It is our believe that such instruction is necessary to maximize the success and scientific integrity of individuals engaged in behavioral and biomedical research. This is because, whereas most post-baccalaureate research training programs provide their trainees with a strong background in a scientific discipline and relevant laboratory skills, much more is needed to maximize the likelihood these individuals will advance in their careers and do so with a high level of integrity. As successful research scientists they will require a wide variety of additional skills, including the ability to develop a rigorous research program that generates reproducible data; fund that research through successful grant proposals; obtain and succeed in employment; communicate effectively through oral presentations, posters, research manuscripts, and informal networking; manage time, stress, and conflict; become effective lab managers, educators, and mentors; and exhibit social responsibility, including taking the time to effectively communicate with lay communities. In a great many cases the development of such skills will require explicit instruction. We believe that such instruction should be provided by individuals actively involved in research and should occur both within core academic courses and as part of workshops on these skills that include a discussion of their ethical dimensions, rather than via separate courses in research ethics. Our team is made up of a diverse group of individuals who – separately and collectively – have been involved for many years in instructing others in these skills both directly and through “train-the-trainer” workshops. We now propose to expand those previous efforts substantially by developing improved materials, including cases for discussion and other handouts, slide decks, and videos; addressing a much broader range of topics than in the past; increasing the relevance of our training programs for a diverse workforce that includes ethnic minorities and individuals with disabilities; delivering those materials via larger and more diverse workshops and websites; and producing a training manual. We will also help workshop participants develop ways to establish a climate of inclusion at their home institutions. The impact of our workshops, designed for a minimum of 50 trainers each year, will be carefully assessed by a professional evaluator who will collect and report data on the participants’ evaluation of our workshops; the impact the workshops have on participants’ subsequent instructional activities; and the effectiveness of the participants in imparting what they have learned to their trainees, who may include college students, graduate students, postdoctoral fellows, laboratory staff, faculty, and/or staff scientists.

项目摘要 我们建议建立一个新的国家培训计划，以响应 NIGMS 倡议，“创新计划 加强研究培训”（IPERT），旨在扩大高技能、成功和 我们的目的是通过指导研究人员来实现这一目标。 学术机构、研究机构、科学协会和私营企业拥有最优秀的专业技能， 包括研究道德，以及如何将这些技能有效地传授给在家中的受训者 我们相信，此类指导对于最大限度地取得成功是必要的。 从事行为和生物医学研究的个人的科学诚信是因为，而大多数。 学士学位后研究培训计划为学员提供了强大的科学背景 纪律和相关的实验室技能，需要更多的努力才能最大限度地提高这些人将 作为成功的研究科学家，他们需要一个高度诚信的职业生涯。 各种各样的附加技能，包括开发严格的研究计划的能力，该计划可以产生 可重复的数据；通过成功的资助提案资助该研究；获得并成功就业； 通过口头演示、海报、研究手稿和非正式网络进行有效沟通； 管理时间、压力和冲突；成为有效的实验室管理者、教育工作者和导师并表现出社交能力； 责任，包括在很多情况下花时间与非专业社区进行有效沟通。 此类技能的发展需要明确的指导，我们认为此类指导应由以下机构提供。 积极参与研究的个人应该出现在核心学术课程中并作为研究的一部分 关于这些技能的研讨会，包括对其道德层面的讨论，而不是通过单独的课程 我们的团队由不同的个体组成，他们无论是单独还是集体都具有研究道德。 多年来直接或通过“培训师培训”指导他人掌握这些技能 我们现在建议通过开发改进的材料来大幅扩大以前的努力， 包括讨论案例和其他讲义、幻灯片和视频； 主题比过去更高；提高我们的培训计划对包括种族在内的多元化劳动力的相关性； 少数群体和残疾人；通过规模更大、更多样化的讲习班提供这些材料； 我们还将帮助研讨会参与者制定建立培训手册的方法。 我们为至少 50 名培训师设计的研讨会的影响。 每年，专业评估员都会仔细评估，收集并报告参与者的数据 评估我们的研讨会；以及研讨会对参与者后续教学活动的影响； 参与者向受训者（可能包括大学毕业生）传授所学知识的有效性 学生、研究生、博士后研究员、实验室工作人员、教师和/或职员科学家。