Effectiveness of Innovative Research Mentor Interventions among Underrepresented Minority Faculty in the Southwest

西南地区代表性不足的少数族裔教师创新研究导师干预的有效性

• 批准号: 9975185
• 负责人: AKSHAY SOOD
• 金额: $ 74.29万
• 依托单位: UNIVERSITY OF NEW MEXICO HEALTH SCIS CTR
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-09 至 2024-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9975185
• 关键词: Behavioral; Characteristics; Climate; Competence; Custom; Development; Diverse Workforce; Effectiveness; Equipment and supply inventories; Faculty; Focus Groups; Goals; Grant; Group Interviews; Guidelines; Institution; Intervention; Knowledge; Literature; Measures; Mentors; Policies; Productivity; Program Development; Randomized Controlled Trials; Research; Research Personnel; Scientist; Structure; Surveys; Training Support; Underrepresented Minority; base; career; compare effectiveness; evidence base; experimental study; improved; innovation; insight; organizational climate; programs; skills; study population; success; support network

Although mentoring is critical to the success of investigators, the best practices for training and supporting mentors are not known. There is an urgent need to correct this gap in knowledge, particularly at institutions with large proportions of underrepresented minority (URM) faculty scientists. Our long-term goal is to create and scale interventions to enhance the skills of the diverse workforce to meet the nation's research needs. Our objective is to develop, implement, and evaluate theoretically grounded mentor development programs, mentor support networks, and customized institutional mentoring climate interventions. The rationale for our project is based upon the literature that conveys that mentors currently feel unprepared and unsupported in an institutional climate that is not aligned with their needs. We will accomplish our objective with the following Specific Aims: Aim 1: To compare the effectiveness of a combined online plus face-to-face research mentor development program vs. an online program alone, using a non-randomized quasi-experimental study. Hypothesis 1A: The combined mentor intervention results in greater and sustained improvement in mentor competency than the control intervention. Hypothesis 1B: The combined mentor intervention results in greater faculty mentee success in achieving milestones, including scholarly products, grants, and navigating critical career decisions. Hypothesis 1C: The combined mentor intervention results in greater number and quality of mentor-mentee behavioral interactions. Aim 2: To compare the effectiveness of a structured mentor support network, using a randomized controlled trial. Hypothesis 2A: As compared to mentors who do not participate, mentor support network participation results in a greater change in mentors' developmental network diversification and supportive characteristics. Hypothesis 2B: Mentors' developmental network diversification and supportive characteristic scores positively correlate with the faculty mentees' corresponding developmental network scores, subjective career success inventory scores, and research productivity. Hypothesis 2C: Content analysis will provide insights into contributions to changes in network characteristics of URM mentors and mentees and in career success and research productivity for URM mentees. Feasibility Aim 3: To determine the feasibility of developing, implementing, and evaluating customized institutional mentoring climate interventions. Hypothesis 3A: A faculty survey of mentoring climate and focus groups/interviews with institutional stakeholders can be used to identify institutional interventions of value related to mentoring structure, programs/activities, and/or policies/guidelines. Hypothesis 3B: Interventions that impact mentoring structure, programs/activities, and/or policies/guidelines improve the measured institutional mentoring climate in the study population. The completion of these Aims will establish the feasibility and effectiveness of mentor interventions, particularly among URM faculty at three southwestern institutions. This will allow evidence-based activities to replace trial-and-error approaches, expanding the scientific scope of the National Research Mentoring Network.

虽然指导对调查人员的成功至关重要，但培训和支持的最佳做法 导师并不为人所知。迫切需要纠正这一知识差距，特别是在拥有 很大比例的代表不足的少数民族(URM)教职科学家。我们的长期目标是创造和扩大规模 干预措施，以提高不同劳动力的技能，以满足国家的研究需求。我们的目标 是开发、实施和评估理论上扎根的导师发展计划、导师支持 网络和定制的机构指导气候干预措施。我们项目的基本原理是基于 根据文献表明，导师目前在机构中感到缺乏准备和支持 气候与他们的需求不一致。我们将以以下具体目标完成目标： 目标1：比较在线和面对面相结合的研究导师开发的有效性 程序与单独的在线程序，使用非随机化准实验研究。假设1A： 联合导师干预可在导师能力方面产生比 控制干预。假设1B：联合导师干预导致更大的教职员工成功 在实现里程碑方面，包括学术产品、助学金和关键的职业决策。假设 1C：联合导师干预导致更多的导师-被辅导者行为的数量和质量 互动。目标2：比较结构化导师支持网络的有效性，使用随机的 对照试验。假设2A：与不参与的导师相比，导师支持网络 参与会使导师的发展网络发生更大的变化，多样化和支持性 特点。假设2B：导师发展网络多样化与支持性特征 得分与教师指导对象相应的发展网络得分、主观得分呈正相关 职业成功问卷得分和研究效率。假设2C：内容分析将提供洞察力 对URM指导者和被辅导者网络特征的变化以及职业成功的贡献 并研究URM指导者的生产力。可行性目标3：确定开发的可行性， 实施和评估定制的机构指导环境干预措施。假设3A：教员 可以使用辅导气氛调查和焦点小组/与机构利益相关者的访谈来确定 与指导结构、方案/活动和/或政策/指南相关的价值的机构干预。 假设3B：影响指导结构、方案/活动和/或政策/指南的干预措施 改善研究人群中有节制的机构指导氛围。这些目标的实现将 确定导师干预的可行性和有效性，特别是在三岁以下的URM教员中 西南大学的机构。这将允许以证据为基础的活动取代反复试验的方法， 扩大国家研究指导网络的科学范围。