TRANSforming Bio-medical Research & Academic Faculty through Opportunity, TRaining, & Mentorship (TRANSFORM)

转变生物医学研究

基本信息

批准号：
10472689
负责人：
ESA M DAVIS
金额：
$ 48.02万
依托单位：
UNIVERSITY OF PITTSBURGH AT PITTSBURGH
依托单位国家：
美国
项目类别：
财政年份：
2021
资助国家：
美国
起止时间：
2021-09-01 至 2026-07-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10472689
关键词：
Academia Academy Address Area Association of American Medical Colleges Biomedical Research Capital Clinical Research Custom Decision Making Department chair Development Development Plans Discrimination Ensure Faculty Feeling Fostering Funding Funding Opportunities Future Goals Grant Health Healthcare Individual Institutes Institution Institutional Racism Investments Journals Leadership Link Longevity Measures Medical Medicine Mentors Mentorship Minority Minority-Serving Institution Modality Movement Outcome Participant Personal Satisfaction Persons Positioning Attribute Productivity Program Development Publications Research Research Personnel Resources Role Safety Science Self Efficacy Structure Study Section Time Training Training Activity Underrepresented Minority United States National Institutes of Health Universities Work career career development cohort editorial education research experience faculty research improved innovation instructor mid-career faculty minority investigator outreach peer coaching professional atmosphere programs psychologic recruit satisfaction senior faculty skill acquisition skills skills training stem success tenure track underrepresented minority student virtual

项目摘要

Project Summary/Abstract Despite investment by the National Institutes of Health in training underrepresented minority (URM) biomedical researchers, diversity at the independent investigator and academic leadership ranks (e.g., Associate and Full Professors, Division Chiefs and Department Chairs) in academic medical institutions remains meager. In 2019, among all 179,238 full-time faculty at medical degree-granting institutions, only 9.5% were URMs. The attrition of intellectual capital from the academy painstakingly earned by URM mid-career faculty at the cusp of becoming independent researchers and/or taking on leadership roles is disheartening. Despite the promising outcomes of career development programs (CDP) in facilitating early career success, few CPDs intentionally support the needs of URM mid-career faculty by bolstering their leadership skills and mentoring them to strengthen their psychological safety and self-efficacy, both of which are critical for professional advancement. Our overall objective is to transform the diversity of the biomedical research workforce by establishing a national CDP that enhances retention, promotion, and attainment of institutional leadership roles, thereby promoting longevity of academic research careers of URM mid-career faculty. Our proposed TRANSFORM program unites the expertise and educational modalities of the Association of American Medical Colleges (AAMC) and the University of Pittsburgh's Institute for Clinical Research Education, in partnership with three minority serving institutions and Centers of Excellence to recruit mid-career faculty researchers at the cusp of promotion and deserving of consideration for institutional leadership positions. By leveraging the AAMC’s annual Mid-Career Minority Faculty Leadership Seminar as the entry point to our program, we will matriculate 20 scholars per year into a yearlong multi-faceted program for URM mid-career faculty. Our program aims to 1) promote career satisfaction and retention in research careers by strengthening psychological safety and self-efficacy through small group coaching and peer mentoring, 2) increase academic promotion and leadership attainment by providing culturally responsive leadership skills training, 3) accelerate research career trajectories for URM scholars by providing individualized mentoring and interactive customized career development plans, and 4) build structured opportunities to facilitate institutional change, by having URM scholars complete a collaborative leadership project with an institutional leader (e.g. Division Chief, Dept Chair). Developed with the diversity of partnerships necessary to ensure long-term sustainability, our innovative program will increase retention of mid-career faculty and their promotion to senior ranks and leadership roles. Bolstering the ranks of senior URM researchers will, in turn, aid in the recruitment and mentorship of future URM investigators, build equitable and inclusive institutional cultures and ultimately be transformative in diversifying the biomedical research workforce to ensure equity in health and healthcare for all.

项目概要/摘要尽管美国国立卫生研究院投资于培训代表性不足的少数族裔 (URM) 生物医学研究人员、独立研究者和学术领导阶层的多样性（例如，助理和全职） 2019年，学术医疗机构的教授、科长和系主任仍然很少。医学学位授予机构共有179,238名全职教师，其中URM仅占9.5%。的智力资本是 URM 职业中期教师从学院辛苦获得的智力资本，他们正处于成为尽管取得了有希望的结果，但独立研究人员和/或担任领导角色仍然令人沮丧。职业发展计划（CDP）在促进早期职业成功方面，很少有 CPD 有意支持通过提高领导技能并指导他们加强自身能力，满足 URM 职业中期教师的需求心理安全和自我效能，两者对于我们的整体职业进步都至关重要。目标是通过建立一个国家 CDP 来改变生物医学研究队伍的多样性从而增强机构领导角色的保留、晋升和实现，从而促进机构的长寿我们提出的 TRANSFORM 计划将 URM 职业生涯中期教师的学术研究生涯联合起来。美国医学院协会 (AAMC) 和大学的专业知识和教育模式匹兹堡临床研究教育研究所与三个少数族裔服务机构合作卓越中心招募处于晋升和值得晋升阶段的职业中期研究人员通过利用 AAMC 年度职业生涯中期少数族裔教师的考虑。领导力研讨会作为我们项目的切入点，我们每年将录取 20 名学者进入为期一年的学习班针对 URM 职业生涯中期教师的多方面计划我们的计划旨在 1) 提高职业满意度和通过小组加强心理安全和自我效能，保留研究生涯辅导和同伴指导，2）通过提供文化上的帮助来提高学术晋升和领导力成就响应式领导技能培训，3) 通过提供以下服务加速 URM 学者的研究职业轨迹个性化指导和交互式定制职业发展计划，4) 构建结构化的通过让 URM 学者完成协作领导来促进制度变革的机会与机构领导（例如部门主管、部门主席）合作的项目通过多元化的合作伙伴关系开发。确保长期可持续性所必需的，我们的创新计划将提高职业生涯中期教师的保留率以及他们晋升到高级职位和领导职位将增强 URM 高级研究人员的队伍。反过来，帮助招募和指导未来的 URM 调查员，建立公平和包容的机构文化，并最终在生物医学研究人员多元化方面实现公平变革，以确保人人享有健康和医疗保健。