A Randomized Controlled Trial of Mentoring Interventions for Underrepresented Minorities.
A Randomized Controlled Trial of Mentoring Interventions for Underrepresented Minorities.
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对代表性不足的少数族裔的指导干预措施的随机对照试验。
DOI：
10.1097/acm.0000000000001056
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发表时间：
2016-07
期刊：
影响因子：
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通讯作者：
Ryan RM
中科院分区：
文献类型：
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作者：
Lewis V;Martina CA;McDermott MP;Trief PM;Goodman SR;Morse GD;LaGuardia JG;Sharp D;Ryan RM
通过随机对照试验（RCT）评估不同师徒干预对学术界少数族裔和女性基本心理需求满意度的影响。参与者是来自纽约西部和中部三个学术医疗中心和其他八所学院和大学的150名导师/原<s:1> <s:1> <s:1>个体，从2010年至2013年随机分为：导师培训（使用自决理论原则）；为原<s:2> <s:2> <s:2>；导师培训和同伴指导相结合；或者控制/惯例。prot参与者是研究生、研究员和初级教员，他们来自种族、民族、性别或残疾等代表性不足的群体。本研究的主要分析是比较不同干预措施对原个体与导师的基本心理需求（能力、自主性和亲缘性）满意度的影响。他们每2个月完成一份有效的在线问卷，持续1年。在导师培训或同侪辅导1年结束时，对个体对导师的心理基本需求满意度或工作满意度均无显著影响。探索性分析显示，在2个月（最接近完成导师培训的时间点）时，导师为基础的干预对个体对导师的整体心理需求满意度有显著影响。本随机对照试验显示，导师培训对改变未被充分代表的学者对导师的基本心理需求满意度具有潜在的短期效应。尽管导师培训或同伴指导缺乏持续的效果，但这些短期变化表明了未来研究的可行性和潜力。
To conduct a randomized controlled trial (RCT) to evaluate the effects of different mentoring interventions on the basic psychological need satisfaction of underrepresented minorities and women in academia. Participants were 150 mentor/protégé dyads from three academic medical centers and eight other colleges and universities in western and central New York, randomized from 2010–2013 into: mentor training (using principles of self-determination theory); peer mentoring for protégés; mentor training and peer mentoring for protégés combined; or control/usual practice. Protégé participants were graduate students, fellows and junior faculty who were from underrepresented groups based on race, ethnicity, gender, or disability. The primary analysis was a comparison of intervention effects on changes in protégés’ satisfaction of their basic psychological needs (competence, autonomy and relatedness) with their mentor. They completed a well-validated, online questionnaire every 2 months for 1 year. There was no significant effect at the end of 1 year of either mentor training or peer mentoring on protégés’ psychological basic need satisfaction with mentor specifically or at work in general. Exploratory analyses showed a significant effect of the mentor-based intervention on the protégés’ overall psychological need satisfaction with their mentor at 2 months, the time point closest to completing mentor training. This RCT showed a potential short-term effect of mentor training on changing basic psychological need satisfaction of underrepresented scholars with their mentors. Despite the lack of sustained effect of either mentor training or peer mentoring, these short-term changes suggest feasibility and potential for future study.