Promoting a more diverse and inclusive research workforce through the research scholars program.
Promoting a more diverse and inclusive research workforce through the research scholars program.
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通过研究学者计划促进更加多样化和包容性的研究工作队伍。
DOI：
10.1186/s12909-024-05075-0
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发表时间：
2024-01-30
影响因子：
3.6
通讯作者：
White, Stephanie
中科院分区：
文献类型：
--
作者：
Schoenberg, Nancy E.;Robinson, Jimmy;Mcgladrey, Margaret;Cassis, Lisa A.;Conwell, Darwin;Pearson, Kevin J.;Tannock, Lisa R.;Wilcock, Donna;White, Stephanie
需要新的和全面的办法来解决科学工作者在多样性和包容性方面的不足。为了响应这一需求，在多个项目和数据来源的帮助下，我们创建了研究学者计划(RSP)。RSP是一项为期一年的计划，面向职业生涯早期的教师，总体目标是克服在生物医学和行为研究中代表性较低的群体在学术成功、留住、进步和晋升方面的障碍。RSP的目标是通过专业发展、指导和网络为初级教员提供个人和小组研究丰富，从而增加研究信心和生产力，建立支持性研究社区，并减少孤立。我们根据我们的机构背景采用了基于证据的方法，并在整个校园内审查了RSP。由此产生的区域战略计划由三个主要要素组成：(1)五级马赛克指导；(2)团体和量身定做的职业发展方案；(3)科学和社会网络。为了确定RSP在提高对成功至关重要的研究信心方面的潜力，我们使用了修订的临床研究评估问卷(CRAI-12)来评估参与者在参与计划前后执行各种研究任务的信心。我们收集了有关留任、晋升以及提交和授予的补助金的信息。此外，我们在项目参与后对每位学者进行了半结构化的离职访谈，以确定项目的优势和需要改进的领域。对队列1和队列2(N = 12)的数据进行分析。我们的评估发现，除了一个例外，所有项目对参与者研究技能的信心都在增加，从0.4(4.7%)到2.6(40.6%)不等。在离职访谈中，研究学者(RS)描述了他们提高了生产率，增加了归属感和他人的支持。研究学者指出，可持续发展战略的许多组成部分都是优势，包括马赛克导师模式、专业发展规划以及非正式和正式互动的机会。受访者认为，时间压力、缺乏反馈以及对各种导师角色的预期不明确是该计划可以改进的领域。初步调查结果表明，RSP成功地建立了代表不足和处于不利地位的早期教师的研究信心。虽然本报告侧重于可持续发展战略的制定和协议，但更多的队列和数据将提供证据基础，以支持传播作为国家研究专业发展模式。这类方案编制对于确保可持续的支持结构、机构网络、基础设施和资源至关重要，这些支持结构、机构网络、基础设施和资源将通过包容性的卓越改进发现和公平。
Novel and comprehensive approaches are needed to address shortcomings in the diversity and inclusiveness of the scientific workforce. In response to this need and informed by multiple programs and data sources, we created the Research Scholars Program (RSP). The RSP is a yearlong program for early-career faculty with an overall objective to overcome barriers to the academic success, retention, progression, and promotion of groups underrepresented in biomedical and behavioral research. The goal of the RSP is to increase research confidence and productivity, build a supportive research community, and reduce isolation by providing personal and group research enrichment to junior faculty through professional development, mentorship, and networking. We adapted evidence-based approaches for our institutional context and vetted the RSP across our campus. The resulting RSP consists of three main elements: (1) five levels of Mosaic Mentorship; (2) group and tailored professional development programming; and (3) scientific and social networking. To determine the potential of the RSP to improve research confidence critical to success, we used a modified shortened version of the Clinical Research Appraisal Inventory (CRAI-12) to assess participants’ confidence in performing a variety of research tasks before and after program participation. We collected information about retention, promotion, and grants submitted and awarded. Additionally, we conducted semi-structured exit interviews with each scholar after program participation to identify programmatic strengths and areas for improvement. Data for Cohorts 1 and 2 (N = 12) were analyzed. Our assessment finds, with one exception, increasing confidence in participants’ research skills across all items, ranging from 0.4 (4.7%) to 2.6 (40.6%). In their exit interviews, the Research Scholars (RS) described their improved productivity and increased sense of belonging and support from others. Research Scholars noted numerous components of the RSP as strengths, including the Mosaic Mentorship model, professional development programming, and opportunities for both informal and formal interactions. Respondents identified time pressure, a lack of feedback, and unclear expectations of the various mentorship roles as areas in which the program can improve. Preliminary findings indicate that the RSP is successful in building the research confidence of underrepresented and disadvantaged early-career faculty. While this report focuses on the development and protocol of the RSP, additional cohorts and data will provide the evidence base to support dissemination as a national model of research professional development. Such programming is critical to ensure sustainable support structures, institutional networks, infrastructure, and resources that will improve discovery and equity through inclusive excellence.
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影响因子：
2.6
作者：
Williams LB;Surratt HL;King VL;Kern PA
通讯作者：
Kern PA
影响因子：
2.6
作者：
Byington CL;Rothwell E;Matheson T;Childs R;Wachs E;Rocha R;Murtaugh M;Turok D;Letsou A;Shakib J;Hess R;Dere W
通讯作者：
Dere W
影响因子：
3.6
作者：
Rodríguez JE;Campbell KM;Pololi LH
通讯作者：
Pololi LH
影响因子：
7.4
作者：
Robinson, Georgeanna F. W. B.;Switzer, Galen E.;Rubio, Doris McGartland
通讯作者：
Rubio, Doris McGartland
影响因子：
3.3
作者：
Kaplan, Samantha E.;Gunn, Christine M.;Carr, Phyllis L.
通讯作者：
Carr, Phyllis L.