MENTORED TRAINING TO INCREASE DIVERSITY AMONG FACULTY IN THE BIOMEDICAL SCIENCES: THE NHLBI SUMMER INSTITUTE PROGRAMS TO INCREASE DIVERSITY (SIPID) AND THE PROGRAMS TO INCREASE DIVERSITY AMONG INDIVIDUALS ENGAGED IN HEALTH-RELATED RESEARCH (PRIDE)
MENTORED TRAINING TO INCREASE DIVERSITY AMONG FACULTY IN THE BIOMEDICAL SCIENCES: THE NHLBI SUMMER INSTITUTE PROGRAMS TO INCREASE DIVERSITY (SIPID) AND THE PROGRAMS TO INCREASE DIVERSITY AMONG INDIVIDUALS ENGAGED IN HEALTH-RELATED RESEARCH (PRIDE)
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DOI：
10.18865/ed.27.3.249
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发表时间：
2017-06-01
影响因子：
3.2
通讯作者：
Boutjdir, Mohamed
中科院分区：
文献类型：
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作者：
Rice, Treva K.;Jeffe, Donna B.;Boutjdir, Mohamed
目的：报告初级教师参与暑期研究所计划，以增加多样性（SIPID）和计划，以增加从事健康相关研究（PRIDE）的个人之间的多样性，其目的是促进参与者的职业发展作为独立的调查员在心脏，肺，血液和睡眠研究的基线特征。设计和设置：来自生物医学研究劳动力中代表性不足的群体的初级教师参加了两个为期2-3周的年度夏季研究教育计划，在六个地点之一。方案提供教学和/或实验室课程，研讨会，以发展研究，写作和职业发展技能，以及辅导部分，通过电话，电子邮件和网络研讨会会议保持定期联系。在暑期班之间，受训人员参加了一次简短的年中会议和一次年度科学会议。在SIPID/PRIDE期间和之后对参与者进行了调查，以评估项目组成部分。参与者：来自美国和波多黎各代表性不足人群的初级教师参加了三个SIPID之一（2007-2010年）或六个PRIDE方案结果：在204名SIPID/PRIDE参与者中，68%为女性; 67%为非洲裔美国人，27%为西班牙裔/拉丁裔;在入学时，75%是助理教授，15%是讲师，其中大多数（96%）是非终身职位。58%的人拥有研究博士学位（PhD，ScD），42%的人拥有医学（MD，DO）学位。学员对该计划的反馈表明，技能发展（例如，手稿和赠款写作），获得网络和指导是SIPID和PRIDE计划最有益的元素。补助金从主要指导的研究机制，主要是独立的调查员awards后training.Conclusions：学员报告说，他们的职业发展受益于SIPID和PRIDE的参与。
Objective: To report baseline characteristics of junior-level faculty participants in the Summer Institute Programs to Increase Diversity (SIPID) and the Programs to Increase Diversity among individuals engaged in Health-Related Research (PRIDE), which aim to facilitate participants' career development as independent investigators in heart, lung, blood, and sleep research.Design and Setting: Junior faculty from groups underrepresented in the biomedical-research workforce attended two, 2-3 week, annual summer research-education programs at one of six sites. Programs provided didactic and/or laboratory courses, workshops to develop research, writing and career-development skills, as well as a mentoring component, with regular contact maintained via phone, email and webinar conferences. Between summer institutes, trainees participated in a short mid-year meeting and an annual scientific meeting. Participants were surveyed during and after SIPID/PRIDE to evaluate program components.Participants: Junior faculty from underrepresented populations across the United States and Puerto Rico participated in one of three SIPID (2007-2010) or six PRIDE programs (2011-2014).Results: Of 204 SIPID/PRIDE participants, 68% were female; 67% African American and 27% Hispanic/Latino; at enrollment, 75% were assistant professors and 15% instructors, with most (96%) on non-tenure track. Fifty-eight percent had research doctorates (PhD, ScD) and 42% had medical (MD, DO) degrees. Mentees' feedback about the program indicated skills development (eg, manuscript and grant writing), access to networking, and mentoring were the most beneficial elements of SIPID and PRIDE programs. Grant awards shifted from primarily mentored research mechanisms to primarily independent investigator awards after training.Conclusions: Mentees reported their career development benefited from SIPID and PRIDE participation.