Diversity in the Biomedical Research Workforce: Developing Talent
Diversity in the Biomedical Research Workforce: Developing Talent
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DOI：
10.1002/msj.21310
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发表时间：
2012-05-01
影响因子：
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通讯作者：
Krulwich, Terry A.
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文献类型：
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作者：
McGee, Richard, Jr.;Saran, Suman;Krulwich, Terry A.
从性别、种族和民族的角度，已经有很多关于实现生物医学劳动力更大多样性的必要性和障碍的文章;这不是一个新话题。这些讨论通常围绕着一个管道隐喻，想象学生通过一系列的经验，最终到达科学生涯。在这里，我们认为，只有当主要关注（1）管道内发生的事情，而不仅仅是计算进入和离开它的个人;（2）不强调典型年龄的学术里程碑的成就;（3）采用最有效地培养人才的方法时，多样性才会实现。学生可能会以不同的速度发展技能，这些因素包括早期获得教育资源，接触科学（特别是研究经验）以及高中和大学期间对时间和注意力的竞争需求。因此，在管道沿着的任何一点，学生之间都有很大的差异。采取这种观点需要放弃将管道想象为一系列与年龄相关的步骤，而有利于与年龄或教育阶段脱钩的技能和人才发展的里程碑。强调人才培养为传统学位课程之外的科学培训开辟了许多新途径。本文提供了此类方法的示例，包括学士后和博士水平的干预措施，以及融合了成熟社会科学理论并补充传统指导的新型辅导模式。这些方法可以通过培养科学人才，特别是在目前代表性不足的少数群体中，对多样性产生重大影响。Mt Sinai J Med 2012 DOI：10.1002/msj.21310
Much has been written about the need for and barriers to achievement of greater diversity in the biomedical workforce from the perspectives of gender, race, and ethnicity; this is not a new topic. These discussions often center around a pipeline metaphor that imagines students flowing through a series of experiences to eventually arrive at a science career. Here we argue that diversity will only be achieved if the primary focus is on (1) what is happening within the pipeline, not just counting individuals entering and leaving it; (2) de-emphasizing the achievement of academic milestones by typical ages; and (3) adopting approaches that most effectively develop talent. Students may develop skills at different rates based on factors such as earlier access to educational resources, exposure to science (especially research experiences), and competing demands for time and attention during high school and college. Therefore, there is wide variety among students at any point along the pipeline. Taking this view requires letting go of imagining the pipeline as a sequence of age-dependent steps in favor of milestones of skill and talent development decoupled from age or educational stage. Emphasizing talent development opens up many new approaches for science training outside of traditional degree programs. This article provides examples of such approaches, including interventions at the postbaccalaureate and PhD levels, as well as a novel coaching model that incorporates well-established social science theories and complements traditional mentoring. These approaches could significantly impact diversity by developing scientific talent, especially among currently underrepresented minorities. Mt Sinai J Med 2012 DOI: 10.1002/msj.21310