SCISIPBIO: Training Leaders - Professional Development, Mental Health, Mentoring

SCISIPBIO：培训领导者 - 专业发展、心理健康、指导

• 批准号: 10247090
• 负责人: PATRICK J BRENNWALD
• 金额: $ 20.99万
• 依托单位: UNIV OF NORTH CAROLINA CHAPEL HILL
• 依托单位国家: 美国
• 财政年份: 2020
• 资助国家: 美国
• 起止时间: 2020-09-01 至 2024-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10247090
• 关键词: Active Learning; Affect; Anxiety; Characteristics; Data; Depression and Suicide; Development; Environment; Evaluation; Future; Gender; Generations; Goals; Graduate Degree; Graduation Rates; Individual; Institution; Instruction; Job Satisfaction; Leadership; Life; Measures; Mediating; Mental Depression; Mental Health; Mentors; Motivation; Outcome; Personal Satisfaction; Policies; Productivity; Publications; Race; Research; Resources; Role; Science; Self Efficacy; Students; Surveys; Testing; Time; Training; career; evidence base; experience; graduate student; improved; novel; satisfaction; trait; trend

The overall goal of this proposal is to examine the role of three critical components of graduate training in determining successful outcomes. We hypothesize that important factors which impact career outcomes and job satisfaction include participation in: a) professional development (PD), b) mental health and wellness of trainees, and c) mentor-mentee match. We will also measure and account for the potential explanatory effects of existing individual factors including intersectional identities (underrepresented status in the sciences; e.g., race, gender, LGBTQIA, first generation). Collectively, this evidence-based evaluation will be critical as institutions decide how to focus limited resources to improve the training environment and effectively train the biomedical workforce and future scientific leaders. AIM 1: Determine the impact of PD training on career outcomes. We hypothesize that PD participation increases motivation to efficiently complete training. However, a counter-hypothesis is that participation in PD will distract and demotivate students, leading to fewer publications and longer time to degrees for graduate students. Furthermore, we hypothesize that participation in advanced PD activities (experiential learning) will lead to a higher proportion of placements that match the chosen career field experienced. Trends identified at local and national levels will provide robust data to determine if experiential learning impacts career placement in the field of choice. AIM 2: Measure the impact of PD participation and engagement on trainee mental health. We hypothesize that participating in PD activities will improve mental health during training as evidenced by lower rates of depression and anxiety. Mental health measures will include anxiety, depression, suicidality; and wellness will include global positive affect and satisfaction with life. We will test if increases in career self-efficacy mediates the effect of PD on mental health and well-being. AIM 3: Determine the impact of mentor-mentee match on scientific leadership career outcomes. We aim to define and measure mentor-mentee match by creating a novel survey metric; we hypothesize that a better mentor/mentee match on values, characteristics, and/or traits will lead to greater persistence in graduate training (greater graduation rates, shorter time to degree, higher productivity) and persistence in science careers (greater proportion of trainees who continue on to science-related/research-intensive careers and leadership in the scientific enterprise, broadly defined). RELEVANCE (See instructions): The impact of training environment support for professional development, mental health and well-being, and mentor-mentee match impact not only individual career outcomes but also the development of the biomedical workforce more broadly. We aim to catalyze policy change institutionally, locally and nationally, to drive development of the biomedical workforce.

该提案的总体目标是研究研究生培训的三个关键组成部分在 确定成功的结果。我们假设影响职业成果的重要因素 工作满意度包括参与：a）专业发展（PD），b）心理健康和 受训者的健康以及c）导师 - 奖学金匹配。我们还将衡量并说明潜力 现有个体因素在内的解释性效应，包括相交身份（代表性不足） 科学的状态；例如，种族，性别，LGBTQIA，第一代）。总体而言，这是基于证据的 评估将是至关重要的，因为机构决定如何将有限的资源集中到改善培训 环境并有效地培训生物医学劳动力和未来的科学领袖。目标1：确定 PD培训对职业成果的影响。我们假设PD参与增加了动力 有效完成培训。但是，反假设是，参与PD会分散注意力，并且 使学生丧气，导致出版物较少，而研究生的学位更长。 此外，我们假设参与高级PD活动（体验式学习）将导致 与所选职业领域相匹配的更高比例的位置。确定的趋势 本地和国家一级将提供强大的数据，以确定体验式学习是否影响职业 位于首选领域。目标2：衡量PD参与和参与对 学员的心理健康。我们假设参加PD活动将改善心理健康 训练较低的抑郁症和焦虑率证明了这一点。心理健康措施将包括 焦虑，抑郁，自杀性；健康将包括全球积极的影响和对生活的满意。 我们将测试职业自我效能感是否会介导PD对心理健康和福祉的影响。 AIM 3：确定Mentor-Mentee比赛对科学领导职业成果的影响。我们的目标 通过创建新颖的调查指标来定义和衡量Mentor-Mentee匹配；我们假设一个 在价值，特征和/或特征上，更好的导师/受训者匹配将导致更大的持久性 研究生培训（毕业率更高，时间较短，生产率更高）和持久性 科学职业（继续研究与科学相关/研究密集型的学员比例更大 科学企业的职业和领导，广泛定义）。 相关性（请参阅说明）： 培训环境对专业发展，心理健康和福祉的影响， 而导师 - 委员会的比赛不仅影响个人职业成果，而且影响 生物医学劳动力更广泛。我们的目标是在机构，本地和 在全国范围内，推动生物医学劳动力的发展。