Studying Inclusive Mentor Networks to Diversify the Biomedical Workforce

摘要 美国无法在生物医学职业道路上实现公平的劳动力发展，这是很好的- 这一现象已得到承认，并被归因于在埃塞俄比亚各种学生的保留率不高。 数据检查保留的个人从历史上代表性不足（HU）的群体在本科， 研究生，以及科学，技术，工程和数学（STEM）的教师水平表明， HU和历史上代表性过高（HO）群体之间的差距随着人们的进步而增加， 3用于理解和解决这一问题的一个理论模型是三方 社会影响整合模型（TIMSI）15、16，将用于为社会包容的设计提供信息。 在小世界倡议（SWI）的背景下进行干预。SWI计划的范围包括： 一个理想的环境，在其中进行这种严格的多地点，纵向，随机实验与胡和HO 教师和学生。自2012年以来迅速发展，SWI现在包括151所本科院校， US，29例HSI、5例HBCU和2例TCU。在这种情况下，所提出的研究的第一个目的是实验性地 检验假设，即在HU和HO教师参与者中，SII将导致更高质量的指导 从分配的同伴导师和短期和长期增长的导师网络，导师活动， 学术生产力的提高和工作的乐趣。第二个目的是检验SII 与本科胡和HO学生，由教师在他们的教室（随机集群 分配），将导致更高程度的认同和支持，他们的教师导师， 发展更强大的导师网络，以及对生物医学领域的兴趣和保留的增长。的 第三个目的是检验这一假设，即融入科学界的指数将介导 导师的质量和包容性与两个教师的短期和长期成果之间的关系 和学生参与者。结果将来自200名生物医学教师参与者的纵向数据， 短期抽样3，000名参加SWI课程的学生（至少25%来自HU 组），和一个长期分层随机子样本的1040名学生参与者2年的心理社会 数据，提供强大的力量，利用多级增长曲线分析，社会网络分析， 基于方程建模的中介分析，以检验扩展先前关于TIMSI发现的假设 为胡和HO教师和学生。拟议的研究将有助于DPC推进 （a）确定一种理论指导的低成本和可扩展的干预措施， 增加导师网络和包容性经验，（B）衡量这种干预措施对谁的影响最大 影响（例如，（c）更深入地了解为什么干预可能 影响结果（即，调解），以及（d）扩大知识的影响，包容和善良， 在拓宽生物医学职业途径的背景下，教师和学生。

Abstract The United States' inability to achieve equitable workforce development in biomedical career pathways is well- recognized and has been attributed to poor retention of a diverse stream of students in academia.1,2 National data examining retention of individuals from historically underrepresented (HU) groups at the undergraduate, graduate, and faculty levels in science, technology, engineering, and mathematics (STEM) show that the disparity between the HU and historically overrepresented (HO) groups increases as people progress through these career pathways.3 One theoretical model applied to understand and address this issue is the Tripartite Integration Model of Social Influence (TIMSI)15,16, which will be used to inform the design of a Social Inclusion Intervention (SII) within the context of the Small World Initiative (SWI). The scope of the SWI program provides an ideal context in which to conduct this rigorous multisite, longitudinal, randomized experiment with HU and HO faculty and students. Having grown rapidly since 2012, SWI now includes 151 undergraduate institutions in the US, with 29 HSIs, 5 HBCUs, and 2 TCUs. In this context, the first aim of the proposed study is to experimentally test the hypothesis that among HU and HO faculty participants the SII will result in higher quality mentorship from the assigned peer mentor and short and long-term growth in mentor networks, mentorship activities, improvements in scholarly productivity, and joy in work. The second aim is to test the hypothesis that the SII with undergraduate HU and HO students, implemented by faculty in their classrooms (cluster randomly assigned), will result in a higher degree of identification with and support from their faculty mentor, the development of stronger mentor networks, as well as growth in interest and retention in biomedical fields. The third aim is to test the hypothesis that indices of integration into the scientific community will mediate the relationship between the quality of mentorship and inclusion and short- and longer-term outcomes for both faculty and student participants. Results will be derived from longitudinal data from 200 biomedical faculty participants, a short-term sample of 3,000 student participants in SWI courses (with a minimum of 25% being from HU groups), and a long-term stratified random subsample of 1040 student participants with 2 years psychosocial data, providing robust power to utilize multilevel growth curve analysis, social network analysis, and structural equation modeling based mediation analysis to test hypotheses that extend previous findings regarding TIMSI for both HU and HO faculty and students. The proposed study will contribute to the DPC goals of advancing the science of workforce development by (a) identifying a theoretically guided low cost and scalable intervention to increase mentor networks and inclusion experiences, (b) measuring for whom this intervention has the strongest impact (e.g., moderation by HU/HO status), (c) providing a deeper understanding of why an intervention may impact outcomes (i.e., mediation), and (d) extending knowledge about the effects of inclusion and kindness for faculty and students in the context of broadening biomedical career pathways.