Coaching to Augment Mentoring to Achieve Faculty Diversity: A Randomized Controlled Trial
Coaching to Augment Mentoring to Achieve Faculty Diversity: A Randomized Controlled Trial
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DOI：
10.1097/acm.0000000000001026
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发表时间：
2016-08-01
影响因子：
7.4
通讯作者：
Mcgee, Richard
中科院分区：
文献类型：
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作者：
Williams, Simon N.;Thakore, Bhoomi K.;Mcgee, Richard
未来科学学院（Academy for Future Science Faculty）是一种针对生物医学博士生的新型辅导干预，旨在解决以前促进教师多样性的努力中存在的局限性。与传统的研究指导不同，该学院包括小组和个人辅导，教练对学生没有研究或评估作用，它是基于社会科学理论。作者提出了一个定性的案例研究的教练组之一，并提供统计分析，表明是否一年的学院影响学生的认知的可持续性和可取性的学术生涯。MethodTheauthors测试（2012年7月至2013年7月），与西北大学伦理批准，学院通过纵向随机对照试验。参与者是121名后期生物医学博士生。作者收集的数据，通过问卷调查，访谈和会议recording.ResultsThe案例研究表明，如何组的职业生涯辅导可以有效地补充传统的一对一的研究指导，提供新的榜样，代表性不足的少数民族学生，并提供基于理论的镜头，通过它来参与有关种族，性别和科学职业的公开对话。重复测量方差分析显示，从基线到一年随访，Academy组的可感知性增加（平均值为5.75 vs 6.39），但对照组减少（6.58 vs 5.81）。感知愿望下降显着（P < .05）在学院组（7.00与6.36）比在对照组（7.83与5.97）。ConclusionsEarly结果表明，学术生涯辅导模式可以有效地补充传统的研究指导，促进对学术生涯的坚持。
PurposeThe Academy for Future Science Faculty (the Academy) is a novel coaching intervention for biomedical PhD students designed to address limitations in previous efforts to promote faculty diversity. Unlike traditional research mentoring, the Academy includes both group and individual coaching, coaches have no research or evaluation roles with the students, and it is based on social science theories. The authors present a qualitative case study of one of the coaching groups and provide statistical analyses indicating whether one year in the Academy effects students' perceptions of the achievability and desirability of an academic career.MethodThe authors tested (July 2012-July 2013), with Northwestern University ethical approval, the Academy via a longitudinal randomized controlled trial. Participants were 121 latter-stage biomedical PhD students. The authors collected data via questionnaires, interviews, and meeting recordings.ResultsThe case study shows how group career coaching can effectively supplement traditional one-to-one research mentoring; provide new role models for underrepresented minority students; and provide theory-based lenses through which to engage in open conversations about race, gender, and science careers. Repeated-measures analysis of variance showed that perceived achievability increased in the Academy group from baseline to one-year follow-up (mean, 5.75 versus 6.39) but decreased in the control group (6.58 versus 5.81). Perceived desirability decreased significantly less (P < .05) in the Academy group (7.00 versus 6.36) than in the control group (7.83 versus 5.97).ConclusionsEarly results suggest that an academic career coaching model can effectively supplement traditional research mentoring and promote persistence toward academic careers.