Research in Academic Pediatrics Initiative on Diversity (RAPID)

项目摘要/摘要 到2018年，少数族裔儿童的数量可能会超过白人儿童。不幸的是，儿科工作人员的多样性 未能跟上步伐，尤其是在学术界。少数民族占美国儿童的49%，但只占美国儿童的24% 儿科医生和代表不足的少数民族(URM)仅占儿科医生的11%和美国的8% 医学院教职员工。尽管有这种严重的错配，但很少有研究发表。 教育计划被证明在招募和留住不同追求的人方面是有效的 从事生物医学、行为、临床或社会科学方面的工作。儿科学术协会(APA) 学术儿科学多样性研究倡议(RAPID)是第一个这样的研究教育计划 目标是普通学术儿科学的教师多样性，并要求再提供五年的资金。 快速目标是实施和评估以成功为目标的研究性教育计划 普通学术儿科学不同初级教员的招聘、保留和专业发展 在NIDDK任务区追求职业生涯。RAPID有几个创新的组成部分：1)小型研究 在NIDDK任务区使用一种被证明有效促进青年职业发展的模式的赠款 调查人员；2)将快速学者与有经验的高级调查人员和国家导师配对 经验丰富的导师；3)在儿科学院的年度早餐上进行面对面的指导和网络交流 社会会议；4)年度职业发展和领导力会议；5)每月学者 电话会议，提供密集辅导、同伴支持、同伴辅导、联网、会场 介绍正在进行的研究，以及潜在研究合作的机会。《行政程序法》有 广泛可用的教育资源、经验、人员和设施，所有这些都将继续确保 RAPID的成功。RAPID的头五年非常成功，该计划取得了或 超出所有原始目标，包括：1)APA成员多样性显著增加；2)多重 获得四个职业发展奖的学者；3)出版多本出版物的学者和 在国家会议上发言；4)建立一个评价很高的城市轨道交通调查人员年度会议 来自全国各地，从住院医生到中层教职员工；以及5)召开年度 学者、国家咨询委员会成员以及RAPID和APA领导层的网络早餐。 如果如预期的那样，假设继续得到证实，快速将继续导致：1)成功 招聘、保留和提升不同的初级教员研究人员；2)增加 快速学者将在全国专业会议上展示他们的项目发现的可能性，发布 他们的项目发现，获得额外的研究资金，获得职业发展奖，保持他们的 美国儿科学会会员，并高度评价他们对儿科学术通才研究事业的承诺； 3)提高年轻研究人员的多样性和他们的领导技能的模范社会项目。

PROJECT SUMMARY/ABSTRACT Minority children will likely outnumber white children by 2018. Unfortunately, pediatric workforce diversity has failed to keep pace, especially in academia. Minorities comprise 49% of US children, but only 24% of US pediatricians, and underrepresented minorities (URMs) make up only 11% of pediatricians and 8% of US medical-school faculty. Despite this substantial mismatch, very little has been published on research educational programs shown to be efficacious in recruitment and retention of diverse individuals pursuing careers in the biomedical, behavioral, clinical, or social sciences. The Academic Pediatric Association (APA) Research in Academic Pediatrics Initiative on Diversity (RAPID) is the first such research educational program targeting faculty diversity in general academic pediatrics, and funding is requested for another five years. The RAPID aim is to implement and evaluate a research educational program with the goal of successful recruitment, retention, and professional advancement of diverse junior faculty in general academic pediatrics pursuing careers in NIDDK mission areas. RAPID has several innovative components: 1) small research grants in NIDDK mission areas using a model shown to be effective in promoting career development of young investigators; 2) pairing RAPID scholars with national mentors who are accomplished senior investigators and seasoned mentors; 3) in-person mentoring and networking at an annual breakfast at the Pediatric Academic Societies meeting; 4) an annual career-development and leadership conference; and 5) monthly Scholar telephone conference calls, to provide intensive mentoring, peer support, peer mentoring, networking, a venue for presenting research in progress, and opportunities for potential research collaborations. The APA has extensive available educational resources, experience, staff, and facilities, all of which will continue to ensure the success of RAPID. The first five years of RAPID were highly successful, with the program achieving or exceeding all original aims, including: 1) APA membership diversity significantly increasing; 2) multiple Scholars obtaining four career-development awards; 3) Scholars generating multiple publications and presentations at national conferences; 4) establishing a highly rated annual conference of URM investigators from across the country spanning the spectrum from residents to mid-level faculty; and 5) convening an annual networking breakfast of Scholars, National Advisory Committee members, and RAPID and APA leadership. If, as anticipated, the hypotheses continue to be confirmed, RAPID will continue to result in: 1) successful recruitment, retention, and professional advancement of diverse junior faculty researchers; 2) increased likelihood that RAPID Scholars will present their project findings at a national professional meeting, publish their project findings, obtain additional research funding, obtain a career development award, maintain their APA membership, and highly rate their commitment to a research career in pediatric academic generalism; and 3) a model societal program for enhancing the diversity of young investigators and their leadership skills.