Mechanisms for Enhancing Scholarly Achievements (MESA)

提高学术成就的机制（MESA）

基本信息

批准号：
7980258
负责人：
CARRIE JO BRADEN
金额：
$ 37.13万
依托单位：
UNIVERSITY OF TEXAS HLTH SCIENCE CENTER
依托单位国家：
美国
项目类别：
财政年份：
2010
资助国家：
美国
起止时间：
2010-08-10 至 2014-07-31
项目状态：
已结题

来源：
https://reporter.nih.gov/project-details/7980258
关键词：
Achievement Address Adherence Affect Age Allied Health Profession Ally Anxiety Area Attention Attitude Back Behavior Behavioral Belief Career Choice Cessation of life Characteristics Clinical Clinical Research Clinical Sciences Cognitive Collaborations Communication Communities Conflict (Psychology)Continuing Education Critiques Dentistry Development Diagnosis Discipline Discipline of Nursing Distal Dose Education Elements Empathy Enrollment Ensure Ethnic Origin Exhibits Exposure to Faculty Fostering Future Gender Goals Health Health Occupations Health Professional Health Promotion Health Sciences Healthcare Individual Interdisciplinary Study Intervention Investigation Investments Knowledge Language Language Development Lead Learning Left Light Link Literature Longitudinal Studies Measures Mediating Mediator of activation protein Medicine Mentors Methods Minority Modeling Motivation Nurses Outcome Participant Perception Persons Population Preparation Prevention Problem Solving Process Productivity Protocols documentation Public Health Public Health Dentistry Race Randomized Relative (related person)Research Research Personnel Research Project Grants Resources Risk Risk Factors Safety Science Scientist Self Efficacy Self Perception Series Services Social Environment Societies Solutions Specific qualifier value Staging Students Testing Thinking Training Training Programs Translations Uncertainty Underrepresented Minority United States Vision Vulnerable Populations Work Workplace abstracting base career cohort comparison group design direct application disability education planning experience graduate student health care delivery health disparity help-seeking behavior human disease human subject improved interest knowledge base meetings member minority health parity premature programs prospective psychologic public health relevance racial and ethnic racial and ethnic disparities research study resilience restoration skills success theories therapy design

项目摘要

DESCRIPTION (provided by applicant): Mechanisms for Enhancing Scholarly Achievements (MESA) Abstract The purpose of this randomized, controlled prospective-cohort-longitudinal study is to increase understanding of the mechanisms that contribute to the transition of a diverse group of Academic Health Science Center graduate students who are enrolled in clinical programs of study (medicine, nursing, dentistry, allied health, and public health) into planned pursuit of a clinical research scientist career. The framework for this initial test of an integrated series of interventions designed to build interdisciplinary research teams has a cognitive learning theory assumptive base specifying intra-person and organization resources that make it possible to reach desired scholarly achievement goals despite exposure to learning anxiety and uncertainty that accompanies entry into a team science learning frame. The theory informed intervention strategies incorporate the following elements: " Motivation direction and strength interventions to foster the development of personal research career goals; " Faculty and community mentor pool that link student participation with an interdisciplinary research team; " Research team building support to promote collaboration and healthy competition; " Individual capacity building essential cognitive skills (problem solving, cognitive reframing, delay in gratification and belief in self relative to research self-efficacy); " Participation across five semesters in team-based research projects directed toward health promotion/restoration for persons from vulnerable populations; " A scholars' seminar series (across five semesters) focused on essential research content and proficiencies. Five aims and 10 linked hypotheses address a test of outcomes and modeling of the proposed learning process that begins with Motivator Direction and Strength and ends with Scholarly Activity and Career Path plan. PUBLIC HEALTH RELEVANCE: Little is known about the factors that influence the pursuit of a research career by minority persons. The proposed study will add to what is known about key elements, the mechanisms, which promote the achievement of successful research careers of minority persons who are returning for a graduate degree in medicine, nursing, dentistry, allied health and public health. The potential impact of having evidence supported interventions that demonstrate the ability to increase the number of minority clinical researchers is the potential to more quickly and efficiently to produce a research workforce that better addresses the health needs of vulnerable populations.

描述（由申请人提供）：提高学术成就的机制（MESA）摘要这项随机、对照的前瞻性队列纵向研究的目的是增进对有助于学术健康科学中心多元化群体转型的机制的理解就读临床研究项目（医学、护理、牙科、联合健康和公共卫生）并计划从事临床研究科学家职业的研究生。旨在建立跨学科研究团队的一系列综合干预措施的初步测试框架具有认知学习理论假设基础，指定了个人和组织资源，使人们有可能达到预期的学术成就目标，尽管面临学习焦虑和不确定性伴随进入团队科学学习框架。理论指导干预策略包含以下要素：“促进个人研究职业目标发展的动机方向和强度干预；”将学生参与与跨学科研究团队联系起来的教师和社区导师库；“ “ 研究团队建设支持，以促进合作和良性竞争； “ 个人能力建设基本认知技能（解决问题、认知重构、延迟满足以及相对于研究自我效能的自我信念）； “在五个学期内参与以团队为基础的研究项目，旨在促进/恢复弱势群体的健康；”学者研讨会系列（跨越五个学期）重点关注基本研究内容和熟练程度。五个目标和 10 个相关假设涉及对拟议学习过程的结果和建模的测试，该学习过程从激励方向和强度开始，以学术活动和职业道路计划结束。公共卫生相关性：人们对于影响少数族裔从事研究事业的因素知之甚少。拟议的研究将增加对关键要素和机制的了解，这些要素和机制可促进回国攻读医学、护理、牙科、联合健康和公共卫生研究生学位的少数族裔取得成功的研究生涯。有证据支持的干预措施证明有能力增加少数族裔临床研究人员的数量，其潜在影响是有可能更快、更有效地培养一支研究队伍，更好地满足弱势群体的健康需求。