Facilitator Training to Disseminate Research Mentor Training for Diverse Scholars

描述（由申请人提供）：有效的指导是培训中科学家学术成功的重要预测因素。尽管如此，研究导师通常是通过试错来发展他们的指导技能，而不是通过结构化的培训。为了解决这一缺乏培训的问题，我们调整了导师培训课程“进入指导”，用于生物医学、临床、行为和社区参与研究领域的本科生、研究生、博士后和初级教师的导师。为了推广这种循证方法，我们建议在2013年奇卡诺和美洲原住民科学家促进协会（SACNAS）、美国公共卫生协会（APHA）和威斯康星大学麦迪逊分校健康平等领导研究所（HELI）的全国会议上，作为会前会议，举办密集的培训师讲习班。这些会议的目标是来自广泛的职业阶段和学科中代表性不足的群体的参与者，并吸引了许多培训资助项目的领导者。参加本次研讨会的人员将：能够清楚地表达对研究导师培训的需求。2. 体验基于过程的导师培训方法。3. 熟悉研究导师培训课程和可用资源。4. 能够描述证据来支持研究导师培训的有效性。5. 发展在其本国机构实施导师培训所需的知识和技能。6. 对他们的引导技巧有信心。7. 能够清晰地表达在其所在机构实施培训的实际计划。8. 拟定招募导师参加培训的计划。9. 熟悉评估导师培训的有效性和影响的指标和工具。重要的是，这里提出的研讨会将为全国各地的项目建立能力，以响应NIGMS的呼吁“识别和采用循证实践，以便学生获得必要的指导，以发展基本的职业技能……通过识别有效的指导实践，导师培训和使用策略”。

DESCRIPTION (provided by applicant): Effective mentoring is an important predictor of the academic success of scientists in training. Despite this, research mentors typically develop their mentoring skills through trial and error not through structured training. To address this lack of training, we have adapted the mentor training curricula, Entering Mentoring, to use with mentors of undergraduate, graduate students, post-docs and junior faculty across the range of biomedical, clinical, behavioral, and community- engaged research. To promote expanded use of this evidence-based approach, we propose to lead intensive train-the-trainer workshops as pre-conference sessions at the 2013 national meetings of the Society for Advancement of Chicano and Native American Scientists (SACNAS), the American Public Health Association (APHA), and the UW Madison Health Equity Leadership Institute (HELI). These meetings target participants from underrepresented groups across a broad range of career stages and disciplines and draw in many training grant program leaders. Participants in this workshop will: 1. Be able to articulate the need for research mentor training. 2. Experience the process-based approach to mentor training. 3. Be familiar with the research mentor training curricula and resources available. 4. Be able to describe evidence to support the effectiveness of research mentor training. 5. Develop the knowledge and skills needed to implement mentor training at their home institutions. 6. Gain confidence in their facilitation skills. 7. be able to articulate practical plans for implementing training at their home institution. 8. Draft a plan to recruit mentors to participate in training. 9. Become familiar with metrics and tools to assess the effectiveness and impact of mentor training. Importantly, the workshops proposed here will build capacity for programs across the country to answer NIGMS' call "to identify and adopt evidence-based practices so that students receive the mentorship necessary to develop essential career skills... by identifying effective mentoring practices, mentor training and use of strategies".