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

摘要 美国人口的大部分，特别是某些种族和族裔群体，仍然代表不足（UR） 在生物医学研究（BMR）的劳动力。虽然美国国立卫生研究院已经采用了多样性- 集中努力增加乌拉圭科学家在BMR中的比例，这些努力主要集中在 本科和博士预科阶段。种族/族裔代表性不足的现象在选举的每一阶段都很明显。 BMR职业轨迹，虽然从博士后研究员（博士后）到教师和助理 到副教授代表了从BMR流失的最大风险点。辅导不足，减少 获得榜样的机会和孤立与种族/族裔在学术界代表性不足有关。的 大学生团体的二元指导模式是有限的，因为很少有高级大学生教师存在，因为它可能不 解决乌拉圭科学家在BMR所经历的孤立问题。同伴小组指导是一种建立 指导社区和几个促进（由一名高级教师）同侪小组指导模式，为UR 博士后和初级教师已经显示出可喜的成果。然而，这项研究是不受控制的， 不允许将心理支持的贡献与基于技能的贡献分开， 指导。 这项建议的主要目的是确定社会心理因素对儿童健康的独特贡献。 同侪小组辅导，超越了基于技能的辅导，既个人收益， 使用促进的同伴团体指导，为UR早期职业生物医学研究人员提供客观的职业成果 approach.北卡罗来纳州大学和杜克大学将随机抽取160名男性， BMR的女性博士后或助理教授到两个，9个月，同行小组辅导武器之一，分层 按性别和级别，并由高级UR BMR教员（6-8名同龄人/组）提供便利， 促进手稿和授予写作技能和其他学术产品;或2）基于技能+心理社会 包括关于微攻击、冒名顶替者综合征等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、归属感、对刻板印象的脆弱性 威胁和职业认同）、中期（职业满意度和职业承诺）和长期 结果（NIH拨款分数，资金，出版物，引文，保留，推广）在中期时间点， 并在同伴指导干预后至少两年。50%的参与者将提供 定性数据（访谈，焦点小组和书面叙述），以阐明机制， 干预影响结果。这项研究有望为一个可扩展的， 有效的方法来指导早期职业生涯，UR生物医学研究人员在其他机构。

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.