The IMPACT Study: Improving Mentorship Practice through Attributions and Conflict Training

IMPACT 研究：通过归因和冲突培训改进辅导实践

• 批准号: 10505974
• 负责人: ERIN L DOLAN
• 金额: $ 28.93万
• 依托单位: UNIVERSITY OF GEORGIA
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-10 至 2027-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10505974
• 关键词: Address; Affect; Biomedical Research; Conflict (Psychology); Control Groups; Educational Intervention; Effectiveness; Feedback; Field Reports; Gender; Goals; Hour; Humanities; Individual; Influentials; Intervention; Investments; Light; Mentors; Mentorship; Motivation; Outcome; Personal Satisfaction; Persons; Productivity; Public Health; Publications; Publishing; Randomized; Research; Resources; Social Sciences; Source; Stressful Event; Students; Surveys; Testing; Time; Touch sensation; Training; Training Programs; Underrepresented Populations; Underrepresented Students; Universities; Vertebral column; Work; career; comparison intervention; design; disability; doctoral student; effective intervention; effectiveness evaluation; effectiveness testing; ethnic minority; experience; experimental study; graduate student; improved; intervention program; low socioeconomic status; novel; pilot test; prevent; programs; racial and ethnic; racial minority; satisfaction; scale up; skills; skills training; success; theories

Project Summary Many students in biomedical graduate programs have negative experiences with their research advisors, leading to worse well-being and lower success. Further, conflicts with advisors can be worse for biomedical graduate students from underrepresented backgrounds (e.g., racial and ethnic minorities). Few intervention programs have examined how to improve student-advisor relationships in an ongoing, sustainable way. The current proposal aims to develop and test the effectiveness of a research advisor mentorship intervention with two complementary components: (1) attribution retraining, to encourage advisors to perceive their mentorship relationships as controllable and malleable in order to motivate them to improve their mentorship, and (2) conflict skills training, to equip advisors with specific and actionable ways to manage and resolve the inevitable conflicts that arise in these enduring relationships. A second goal is to examine whether a mentorship training program can be successful and sustainable with modest time and resource investments, to facilitate scale-up. Specific study aims are: 1) to develop, pilot test, and refine both light- and heavy-touch versions of a mentorship attribution retraining + conflict skills training intervention for research advisors; 2) to test the effectiveness of light-touch and heavy-touch interventions compared to a “no intervention” control group on mentoring relationship functions and quality as well as graduate students’ program satisfaction, scholarly productivity, and career intentions; and 3) to determine whether the effectiveness of either intervention is moderated by graduate students’ gender or membership in an underrepresented group (i.e., racial/ethnic minority, low socioeconomic status, disability status). To achieve these aims, iterative pilot work will be conducted to develop light- and heavy-touch versions of intervention materials. Then the effectiveness of both interventions will be tested by comparing them to a no-intervention control condition using a randomized experiment with 270 research advisors at a large U.S. research-intensive university. Both interventions will provide 8 hours of asynchronous content about attribution retraining and conflict skills training (1 hour per week); those in the heavy-touch condition will also attend a live, weekly 1-hour practice and discussion session (16 hours total). Advisors and students will be surveyed to assess any effects on the mentoring relationship. Effects on graduate student short- and long-term outcomes will also be assessed, including their scholarly productivity (e.g., presentations, publications), career intentions, and program satisfaction. Broadly, the project will demonstrate whether a novel intervention for research advisors improves graduate mentoring relationships and outcomes, and whether a light-touch version is sufficient to accomplish this.

项目摘要 许多生物医学研究生课程的学生与他们的研究顾问有负面的经历， 导致更差的幸福和更低的成功。此外，与顾问的冲突可能会对生物医学行业造成更严重的影响。 来自代表性不足背景的研究生（例如，种族和少数民族）。很少干预 项目已经研究了如何以持续、可持续的方式改善学生与顾问的关系。的 目前的建议旨在开发和测试研究顾问指导干预的有效性， 两个互补的组成部分：（1）归因再培训，以鼓励顾问认识到他们的导师 关系是可控的和可塑的，以激励他们改善他们的指导，和（2） 冲突技能培训，使顾问掌握具体和可行的方法来管理和解决不可避免的冲突， 这些持久关系中产生的冲突。第二个目标是检查指导培训是否 该计划可以成功和可持续的适度的时间和资源投资，以促进规模扩大。 具体的研究目标是：1）开发，试点测试，并完善轻和重触摸版本的一个 导师归因再培训+冲突技能培训干预研究顾问; 2）测试 与“无干预”对照组相比，轻触摸和重触摸干预的有效性 指导关系的功能和质量，以及研究生的程序满意度，学术 生产力和职业意向;以及3）确定是否干预的有效性 由研究生的性别或代表性不足的群体的成员资格（即，种族/族裔 少数民族、社会经济地位低、残疾状况）。为实现这些目标，将开展反复试点工作， 开展了一项研究，以开发干预材料的轻度和重度接触版本。那么两者的有效性 干预措施将通过使用随机对照试验将其与无干预对照条件进行比较来进行测试。 在美国一所大型研究密集型大学的270名研究顾问中进行实验。这两种干预措施将 提供8小时关于归因再培训和冲突技能培训的异步内容（每个培训班1小时）。 周）;那些在重触摸条件下也将参加现场，每周1小时的实践和讨论会议 (16小时总数）。顾问和学生将接受调查，以评估对指导关系的任何影响。 对研究生的短期和长期结果的影响也将进行评估，包括他们的学术 生产率（例如，演讲，出版物），职业意向和计划满意度。总的来说，该项目 将展示一种针对研究顾问的新型干预是否能改善研究生导师关系 和结果，以及一个轻触式版本是否足以实现这一点。