Peer group mentoring for racially underrepresented early career biomedical researchers: Identifying the unique influence of psychosocial support on personal gains and objective career outcomes

为种族代表性不足的早期职业生物医学研究人员提供同伴团体指导：确定社会心理支持对个人收益和客观职业成果的独特影响

• 批准号: 9975199
• 负责人: SUSAN S. GIRDLER
• 金额: $ 80万
• 依托单位: UNIV OF NORTH CAROLINA CHAPEL HILL
• 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/9975199
• 关键词: Academia; Address; Biomedical Research; Capital; Career Mobility; Collaborations; Communities; Competence; Data; Discipline; Elements; Ethnic group; Faculty; Focus Groups; Fostering; Funding; Gender; Grant; Institution; Intervention; Interview; Learning; Manuscripts; Mediating; Mentors; Modeling; North Carolina; Outcome; Participant; Peer Group; Population; Postdoctoral Fellow; Productivity; Psychosocial Assessment and Care; Psychosocial Influences; Publications; Race; Randomized; Research; Research Personnel; Risk; Science; Scientist; Self Efficacy; Socialization; Stereotyping; Structure; Syndrome; Testing; Time; Uncertainty; Underrepresented Groups; United States National Institutes of Health; Universities; Woman; Writing; analytical method; arm; base; career; collaborative approach; combat; evidence base; experience; faculty research; group intervention; improved; learning strategy; lens; men; mentoring community; mid-career faculty; peer coaching; pre-doctoral; professor; psychosocial; racial and ethnic; recruit; role model; satisfaction; senior faculty; skills; stem; success; undergraduate student

Abstract Large sectors of the US population, especially certain racial and ethnic groups, remain underrepresented (UR) in the biomedical research (BMR) workforce. Although the National Institutes of Health has employed diversity- focused efforts to increase the proportion of UR scientists in BMR, these efforts have been largely focused at the undergraduate and predoctoral level. Racial/ethnic underrepresentation is evident at each stage of the BMR career trajectory, though the transitions from Postdoctoral Fellow (Postdoc) to Faculty and from Assistant to Associate Professor represent points of greatest risk for attrition from BMR. Inadequate mentoring, less access to role models, and isolation are implicated in racial/ethnic underrepresentation in academia. The dyadic mentoring model for UR groups is limited because few senior UR faculty exist and because it may not address the isolation experienced by UR scientists in BMR. Peer group mentoring is a strategy that builds a mentoring community and several facilitated (by a senior faculty) peer group mentoring models for UR Postdocs and Junior Faculty have shown promising outcomes. However, that research is uncontrolled and does not permit the disentanglement of the contributions of psychosocial support from those of skills-based mentoring. The primary objective of this proposal is to determine the unique contribution that psychosocial components of peer group mentoring make, above and beyond that of skills-based mentoring, to both personal gains and objective career outcomes for UR early career biomedical researchers using a facilitated peer group mentoring approach. The University of North Carolina and Duke University together will randomize 160 UR men and women Postdocs or Assistant Professors in BMR to one of two, 9-month, peer group mentoring arms, stratified by gender and rank, and facilitated by a senior UR BMR Faculty (with 6-8 peers/group),: 1) Skills-based only to facilitate manuscript and grant writing skills and other academic products; or 2) Skills-based + Psychosocial to include semi-structured discussions on topics such as microaggressions, the imposter syndrome, and cultural capital. Participants will be assessed for short-term (self-efficacy, belonging, vulnerability to stereotype threat, and professional identity), medium-term (career satisfaction and career commitment) and longer-term outcomes (NIH grant scores, funding, publications, citations, retention, promotion) at interim time points during and for a minimum of 2 years following the peer mentoring intervention. 50% of participants will provide qualitative data (interviews, focus groups, and written narratives) to elucidate the mechanisms by which the interventions influence outcomes. This research is expected to provide the evidence base for a scalable, effective approach to mentoring early career, UR biomedical researchers at other institutions.

抽象的 美国人口的大部分地区，尤其是某些种族和族裔群体，仍然不足（UR） 在生物医学研究（BMR）劳动力中。尽管美国国立卫生研究院采用了多样性 - 这些努力的重点是增加您的科学家在BMR中的比例，这些努力主要集中在 本科生和专业水平。种族/民族代表性不足在每个阶段都显而易见 BMR职业轨迹，尽管从博士后研究员（博士后）过渡到教师和助理 副教授代表了BMR损耗的最大风险点。指导不足，更少 获得榜样和隔离的访问与学术界的种族/族裔人数不足有关。这 对于您的团体的二元辅导模型是有限的，因为很少有高级教师 解决您的科学家在BMR中经历的隔离。同行小组指导是一种建立一个策略 指导社区和几个（由高级教师）为您的同伴团体指导模型 博士后和初级教师表现出了令人鼓舞的结果。但是，这项研究是不受控制的， 不允许将心理社会支持的贡献与基于技能的支持的贡献 指导。 该提案的主要目的是确定独特的贡献 同伴团体指导使个人收益超越基于技能的指导，并 使用便利的同伴团体指导，您早期职业生物医学研究人员的客观职业成果 方法。北卡罗来纳大学和杜克大学一起将随机分配160名ur男子和 妇女博士后或BMR的助理教授到两个，9个月的同伴团体指导武器之一，分层 通过性别和等级，由高级BMR教师（有6-8个同行/组）促进，1）仅基于技能 促进手稿并授予写作技巧和其他学术产品；或2）基于技能的 +社会心理 包括有关微侵略性，冒名顶替综合征和诸如主题的半结构化讨论 文化资本。将对参与者进行短期评估（自我效能感，归属，易受刻板印象的脆弱性 威胁和专业身份），中期（职业满意度和职业承诺）和长期 成果（NIH赠款分数，资金，出版物，引用，保留，晋升）在临时时间点 并在同行指导干预后至少2年。 50％的参与者将提供 定性数据（访谈，焦点小组和书面叙述），以阐明 干预措施会影响结果。预计这项研究将为可扩展的， 其他机构的生物医学研究人员，有效指导早期职业的方法。