Career Advancement and Culture Change in Biomedical Research: Group Peer Mentoring Outcomes and Mechanisms

摘要 为了满足更多样化的生物医学和生物行为研究的需求， 劳动力，并增加机会，为不同的， 代表性不足的群体，我们建议实施一个小组同伴指导计划 为从事生物医学研究的学术医生-科学家和博士科学家 这将导致更大的职业发展和成功，以及更高的活力。我们将 进行一项随机对照试验，对处于职业生涯中期的教师进行小组同伴指导 参与者，因为他们处于关键的职业过渡点。我们的主要成果是 教师活力和职业发展的措施。假想中学 成果包括增强文化意识和对差异的欣赏， 多样性;使用关键的指导实践，以及实现个人目标。短- 将通过以下方法衡量长期、中期和长期成果： 经验证的调查工具;自我评估（调查和书面陈述， 定性分析）; DPC成功标志的CV分析;主管 考核有助于成功干预的具体因素包括 评估包括关系形成的机制，提供心理 安全、互惠、文化意识和对差异和多样性的欣赏;以及 学术生涯规划的结构化过程。我们将进行定性分析 民族志观察，参与者访谈和书面叙述，以评估 机制，与会者将报告完成的每一步的详细 学术发展计划。这种科学的方法来理解一个成功的 指导干预将有助于指导的科学;是广泛的基础 传播干预方法和机制;并将推广到 不同的机构和职业阶段。拟议的循证指导模式 消除了传统指导模式中经常遇到的陷阱， 可变的成功，并提供了一个对等网络。该项目的一个分支是评估 通过收集观点，使用在干预中学到的指导实践 干预参与者自己的家庭工作组。这样，具体因素 将通过各种各样的渠道传播有助于取得成功的信息， 在美国的机构。

Abstract To address the need for a more diverse biomedical and biobehavioral research workforce, and to increase opportunities for effective mentoring for diverse and underrepresented groups, we propose to implement a group peer mentoring program for academic physician-scientists and PhD scientists engaged in biomedical research that will result in enhanced career advancement and success, and high vitality. We will conduct a randomized controlled trial of group peer mentoring with mid-career faculty participants, as they are at a critical career transition point. Our primary outcomes are measures of faculty vitality and career advancement. Hypothesized secondary outcomes include enhanced cultural awareness and appreciation of difference and diversity; use of key mentoring practices, and achievement of personal goals. Short- term, intermediate and long-term outcomes will be measured by the following methods: validated survey instruments; self-assessment (surveys and written narratives with qualitative analysis); CV analysis for DPC Hallmarks of Success; supervisor assessment. Specific factors that contribute to the successful intervention will be assessed including the mechanisms of relationship formation, providing psychological safety, reciprocity, cultural awareness and appreciation of difference and diversity; and a structured process of academic career planning. We will conduct qualitative analyses of ethnographic observation, participant interviews and written narratives to assess the mechanisms, and participants will report on completion of each step of the detailed academic development plan. This scientific approach to understanding a successful mentoring intervention will contribute to the science of mentoring; be a basis for broad dissemination of the intervention methods and mechanisms; and will be generalizable to different institutions and career stages. The proposed evidence-based mentoring model eliminates the frequently encountered pitfalls of traditional mentoring models and their variable success, and provides a network of peers. One arm of the project is to assess the use of mentoring practices learned in the intervention by gathering the perspectives of the intervention participants' own home work groups. In this way, the specific factors that contribute to successful outcomes will be disseminated across a wide variety of institutions in the US.