TRANSforming Bio-medical Research & Academic Faculty through Opportunity, TRaining, & Mentorship (TRANSFORM)

转变生物医学研究

• 批准号: 10284463
• 负责人: ESA M DAVIS
• 金额: $ 48.41万
• 依托单位: UNIVERSITY OF PITTSBURGH AT PITTSBURGH
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-01 至 2026-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10284463
• 关键词: Academia; Academy; Address; Area; Association of American Medical Colleges; Biomedical Research; Capital; Clinical Research; Custom; Decision Making; Department chair; Development; Development Plans; Discrimination; Ensure; Faculty; Feeling; Fostering; Funding; Funding Opportunities; Future; Goals; Grant; Health; Healthcare; Individual; Institutes; Institution; Institutional Racism; Investments; Journals; Leadership; Link; Longevity; Measures; Medical; Medicine; Mentors; Mentorship; Minority; Minority-Serving Institution; Modality; Movement; Outcome; Participant; Personal Satisfaction; Positioning Attribute; Productivity; Program Development; Publications; Research; Research Personnel; Resources; Role; Safety; Science; Self Efficacy; Structure; Study Section; Time; Training; Training Activity; Underrepresented Minority; United States National Institutes of Health; Universities; Work; career; career development; cohort; editorial; education research; experience; faculty research; improved; innovation; instructor; mid-career faculty; minority investigator; outreach; peer coaching; professional atmosphere; programs; psychologic; recruit; satisfaction; senior faculty; skill acquisition; skills; skills training; stem; success; tenure track; underrepresented minority student; virtual

Project Summary/Abstract Despite investment by the National Institutes of Health in training underrepresented minority (URM) biomedical researchers, diversity at the independent investigator and academic leadership ranks (e.g., Associate and Full Professors, Division Chiefs and Department Chairs) in academic medical institutions remains meager. In 2019, among all 179,238 full-time faculty at medical degree-granting institutions, only 9.5% were URMs. The attrition of intellectual capital from the academy painstakingly earned by URM mid-career faculty at the cusp of becoming independent researchers and/or taking on leadership roles is disheartening. Despite the promising outcomes of career development programs (CDP) in facilitating early career success, few CPDs intentionally support the needs of URM mid-career faculty by bolstering their leadership skills and mentoring them to strengthen their psychological safety and self-efficacy, both of which are critical for professional advancement. Our overall objective is to transform the diversity of the biomedical research workforce by establishing a national CDP that enhances retention, promotion, and attainment of institutional leadership roles, thereby promoting longevity of academic research careers of URM mid-career faculty. Our proposed TRANSFORM program unites the expertise and educational modalities of the Association of American Medical Colleges (AAMC) and the University of Pittsburgh's Institute for Clinical Research Education, in partnership with three minority serving institutions and Centers of Excellence to recruit mid-career faculty researchers at the cusp of promotion and deserving of consideration for institutional leadership positions. By leveraging the AAMC’s annual Mid-Career Minority Faculty Leadership Seminar as the entry point to our program, we will matriculate 20 scholars per year into a yearlong multi-faceted program for URM mid-career faculty. Our program aims to 1) promote career satisfaction and retention in research careers by strengthening psychological safety and self-efficacy through small group coaching and peer mentoring, 2) increase academic promotion and leadership attainment by providing culturally responsive leadership skills training, 3) accelerate research career trajectories for URM scholars by providing individualized mentoring and interactive customized career development plans, and 4) build structured opportunities to facilitate institutional change, by having URM scholars complete a collaborative leadership project with an institutional leader (e.g. Division Chief, Dept Chair). Developed with the diversity of partnerships necessary to ensure long-term sustainability, our innovative program will increase retention of mid-career faculty and their promotion to senior ranks and leadership roles. Bolstering the ranks of senior URM researchers will, in turn, aid in the recruitment and mentorship of future URM investigators, build equitable and inclusive institutional cultures and ultimately be transformative in diversifying the biomedical research workforce to ensure equity in health and healthcare for all.

项目总结/摘要 尽管美国国立卫生研究院投资于培训代表性不足的少数民族（URM）生物医学， 研究人员，独立调查员和学术领导层的多样性（例如，副教授和正 学术性医疗机构的教授、处长和系主任人数仍然很少。在2019年， 在医学学位授予机构的179，238名全职教师中，只有9.5%是URM。自然减员 来自学院的智力资本，是URM职业生涯中期的教师在成为 独立研究人员和/或担任领导角色令人沮丧。尽管取得了可喜的成果， 职业发展计划（CDP）在促进早期职业成功，很少有CPD有意支持 URM中期职业教师的需求，通过加强他们的领导技能和指导他们，以加强他们的 心理安全感和自我效能感，这两者对职业发展至关重要。我们的整体 目标是通过建立一个国家CDP， 加强机构领导角色的保留、晋升和实现，从而促进机构领导角色的长久性 URM中期职业教师的学术研究生涯。我们提出的转型计划将 美国医学院协会（AAMC）和大学的专业知识和教育模式 匹兹堡临床研究教育研究所，与三个少数民族服务机构合作， 卓越中心在晋升的风口浪尖上招募职业生涯中期的教师研究人员， 考虑担任机构领导职务。通过利用AAMC的年度职业中期少数民族教师 领导力研讨会作为我们计划的切入点，我们将每年录取20名学者，为期一年 URM中期职业教师的多方面计划。我们的计划旨在1）提高职业满意度， 通过小组活动加强心理安全感和自我效能感， 教练和同伴指导，2）通过提供文化上的支持， 响应式领导技能培训，3）通过提供服务来加速URM学者的研究职业轨迹 个性化的指导和互动定制的职业发展计划，以及4）建立结构化的 促进制度变革的机会，通过让URM学者完成合作领导 与机构领导者（例如部门负责人、部门主席）一起开展项目。随着伙伴关系的多样性而发展 为了确保长期的可持续性，我们的创新计划将增加中期职业教师的保留 以及他们晋升到高级职位和领导角色。加强URM高级研究人员的队伍， 转变，帮助招聘和指导未来的URM调查人员，建立公平和包容的机构 文化，并最终在生物医学研究人员多样化方面实现变革，以确保公平， 人人享有健康和保健。