Mechanisms for Enhancing Scholarly Achievements (MESA)

提高学术成就的机制（MESA）

• 批准号: 8528194
• 负责人: CARRIE JO BRADEN
• 金额: $ 2.31万
• 依托单位: UNIVERSITY OF TEXAS HLTH SCIENCE CENTER
• 依托单位国家: 美国
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-08-10 至 2014-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8528194
• 关键词: Achievement; Address; Adherence; Affect; Age; Allied Health Profession; Ally; Anxiety; Area; Attention; Attitude; Back; Behavior; Behavioral; Belief; Career Choice; Characteristics; Clinical; Clinical Research; Clinical Sciences; Cognitive; Collaborations; Communication; Communities; Conflict (Psychology); Continuing Education; Critiques; Dentistry; Development; Diagnosis; Discipline of Nursing; Distal; Doctor' s Degree; Dose; Education; Elements; Empathy; Enrollment; Ensure; Ethnic Origin; Exhibits; Exposure to; Faculty; Fostering; Future; Gender; Goals; Health; Health Occupations; Health Professional; Health Promotion; Health Sciences; Healthcare; Individual; Interdisciplinary Study; Intervention; Investigation; Investments; Knowledge; Language; Language Development; Lead; Learning; Left; Light; Link; Literature; Longitudinal Studies; Measures; Mediating; Mediator of activation protein; Medicine; Mentors; Methods; Minority; Modeling; Motivation; Outcome; Participant; Perception; Persons; Population; Preparation; Prevention; Problem Solving; Process; Productivity; Protocols documentation; Public Health; Public Health Dentistry; Race; Randomized; Relative (related person); Research; Research Personnel; Research Project Grants; Resources; Risk; Risk Factors; Safety; Science; Scientist; Self Efficacy; Self Perception; Series; Services; Social Environment; Societies; Solutions; Specific qualifier value; Staging; Students; Testing; Thinking; Training; Training Programs; Translations; Uncertainty; Underrepresented Minority; United States; Vision; Vulnerable Populations; Work; Workplace; abstracting; base; career; cohort; comparison group; design; direct application; disability; education planning; experience; graduate student; health care delivery; health disparity; help-seeking behavior; human disease; human subject; improved; interest; knowledge base; meetings; member; minority health; parity; premature; programs; prospective; psychologic; racial and ethnic; racial and ethnic disparities; research study; resilience; restoration; skills; success; theories; therapy design

DESCRIPTION (provided by applicant): Mechanisms for Enhancing Scholarly Achievements (MESA) Abstract The purpose of this randomized, controlled prospective-cohort-longitudinal study is to increase understanding of the mechanisms that contribute to the transition of a diverse group of Academic Health Science Center graduate students who are enrolled in clinical programs of study (medicine, nursing, dentistry, allied health, and public health) into planned pursuit of a clinical research scientist career. The framework for this initial test of an integrated series of interventions designed to build interdisciplinary research teams has a cognitive learning theory assumptive base specifying intra-person and organization resources that make it possible to reach desired scholarly achievement goals despite exposure to learning anxiety and uncertainty that accompanies entry into a team science learning frame. The theory informed intervention strategies incorporate the following elements: " Motivation direction and strength interventions to foster the development of personal research career goals; " Faculty and community mentor pool that link student participation with an interdisciplinary research team; " Research team building support to promote collaboration and healthy competition; " Individual capacity building essential cognitive skills (problem solving, cognitive reframing, delay in gratification and belief in self relative to research self-efficacy); " Participation across five semesters in team-based research projects directed toward health promotion/restoration for persons from vulnerable populations; " A scholars' seminar series (across five semesters) focused on essential research content and proficiencies. Five aims and 10 linked hypotheses address a test of outcomes and modeling of the proposed learning process that begins with Motivator Direction and Strength and ends with Scholarly Activity and Career Path plan. PUBLIC HEALTH RELEVANCE: Little is known about the factors that influence the pursuit of a research career by minority persons. The proposed study will add to what is known about key elements, the mechanisms, which promote the achievement of successful research careers of minority persons who are returning for a graduate degree in medicine, nursing, dentistry, allied health and public health. The potential impact of having evidence supported interventions that demonstrate the ability to increase the number of minority clinical researchers is the potential to more quickly and efficiently to produce a research workforce that better addresses the health needs of vulnerable populations.

描述（申请人提供）：提高学术成就的机制（梅萨）摘要这项随机、对照的前瞻性队列纵向研究的目的是加深对有助于参与临床研究的不同学术健康科学中心研究生群体转变的机制的了解研究项目（医学，护理，牙科，专职医疗和公共卫生）纳入临床研究科学家职业生涯的计划追求。这一框架的初步测试的一系列综合干预措施，旨在建立跨学科的研究团队有一个认知学习理论的基础，指定内部的人和组织资源，使人们有可能达到预期的学术成就目标，尽管暴露于学习焦虑和不确定性，伴随着进入团队科学学习框架。理论知情的干预策略包括以下要素：“动机方向和力量干预，以促进个人研究职业目标的发展;“教师和社区导师库，将学生参与与跨学科研究团队联系起来;“研究团队建设支持，以促进合作和健康竞争;“个人能力建设的基本认知技能（问题解决、认知重构、延迟满足和对自我的信念与研究自我效能）;“参加五个学期的以小组为基础的研究项目，旨在促进弱势群体的健康/恢复;“一个学者的研讨会系列（跨越五个学期）侧重于基本的研究内容和专业。五个目标和10个相关的假设解决了测试的结果和建模的建议学习过程，开始与动机方向和力量，并与学术活动和职业道路计划结束。 公共卫生相关性：对影响少数民族从事研究事业的因素知之甚少。拟议的研究将增加对关键因素的了解，即促进正在返回攻读医学、护理、牙科、联合保健和公共卫生研究生学位的少数群体人员在研究事业上取得成功的机制。有证据支持的干预措施，证明有能力增加少数民族临床研究人员的数量的潜在影响是可能更快，更有效地产生一个研究队伍，更好地满足弱势群体的健康需求。