The Yale Ciencia Academy: Enhancing Biomedical Training and Diversity Through a Peer & Role Model Professional Development Program

项目摘要/摘要 代表不足的少数族裔(URM)科学家在博士和教职阶段之间的流失是一个主要问题 生物医学劳动力多样化的绊脚石。虽然有多种因素导致了这种减员，但 博士后是定义学术生涯成果的关键一步。甚至比他们的博士实验室还多， 受训者在哪里读博士后决定了他们的学术效率和获得终身教职的几率 位置。不幸的是，博士到博士后过渡的准备是非正式的、无组织的和可变的，而且 提出了一套独特的规划、指导和沟通挑战。对于URM学生，这些 挑战变得更加复杂，使他们更有可能出现自然减员。我们建议修改和应用 耶鲁大学西恩西亚学院(YCA)向无人参与过渡的专业发展战略得到验证 这影响了教师的多样性：从博士到博士后的过渡。通过培训干预措施，包括 实践和建模，替代学习体验，以及同伴指导互动，我们将使 此过渡所需的规划、指导和有效沟通的复杂性。具体来说， 学生将(A)制定一份针对博士到博士后过渡的个人发展计划；(B) 掌握成功执行计划所需的职业规划、指导和沟通技能； (C)编制交流材料，供博士后面谈和提交补助金时使用；和(D) 培养由同行导师、榜样和顾问组成的网络，以支持他们完成过渡和 更远一点。通过在职业规划、指导和沟通方面提供切实的成果和技能，我们 期望该计划将提高参与者的学术和科学交流自我效能感，科学 认同感和积极的结果预期，并导致博士后安置与他们的职业一致 目标。全美每年至少招收16名生物医学URM博士生 的学生超过四个队列。为了扩大我们计划的影响，我们将把大部分培训变成免费的 基于视频的模块和随附的实施指南，估计将影响数千个 学生们。在这个项目中培养的技能和诀窍将使学生能够模范支持 作为博士后和最终作为教员的指导环境和有效的职业发展实践， 为更具包容性的学术研究环境作出贡献。从长远来看，我们预计基督教青年会将增加 坚持性和学术研究职位的URM数量。

PROJECT SUMMARY / ABSTRACT Attrition of underrepresented minority (URM) scientists between the PhD and faculty stages presents a major stumbling block to diversify the biomedical workforce. While multiple factors contribute to this attrition, the postdoc stands as a critical step that can define academic career outcomes. Even more than their PhD lab, where a trainee does their postdoc determines their academic productivity and odds of securing a tenure-track position. Unfortunately, preparation for the PhD to postdoc transition is informal, unstructured and variable, and presents a unique set of planning, mentoring, and communication challenges. For URM students, these challenges are compounded, making their attrition much more likely. We propose to adapt and apply the validated professional development strategies of the Yale Ciencia Academy (YCA) to an unattended transition that is impacting faculty diversity: the PhD to postdoc transition. Through training interventions that include practice and modeling, vicarious learning experiences, and peer mentoring interactions, we will make evident the planning, mentoring, and effective communication complexities required for this transition. Specifically, students will (a) craft an individual development plan (IDP) that is specific to the PhD to postdoc transition; (b) master the career planning, mentoring-up and communication skills they need to successfully execute their plan; (c) produce communication materials for use during postdoctoral interviews and grant submissions; and (d) cultivate a network of peer mentors, role models, and advisors that can support them through the transition and beyond. By providing tangible outcomes and skills in career planning, mentoring-up, and communication, we expect the program will enhance participants’ academic and science communication self-efficacy, scientific identity and positive outcome expectations, and result in a postdoctoral placement that aligns with their career goals. A minimum of 16 biomedical URM PhD students will be recruited per year throughout the US for a total of 64 students over four cohorts. To extend the impact of our program, we will turn most of our trainings into free video-based modules with accompanying implementation guides, estimated to impact thousands of additional students. The skills and the know-how developed during this program will allow students to model supportive mentoring environments and effective career development practices as postdocs and ultimately as faculty, contributing to more inclusive academic research environments. In the long term, we expect YCA to increase persistence and the number of URMs in academic research positions.