Boosting Mentor Effectiveness iN Training of Research Scientists (MENTORS) Using Social Cognitive Career Theory to Support Entry of Women & Minorities into Physician-Scientist Careers

项目总结 内科科学家的队伍，特别是在高级领导职位上，总是没有反映出 在普通人群和美国医学院的多样性中都看到了多样性，女性和 少数族裔在医生-科学家管道中的代表性不足。解决这一问题的一个潜在机制是 在传统的四年制医学院课程中设置学术集中课程(SCP)。 SCP允许仅限医学博士学位的候选人参加指导研究项目，以努力增加 对职业生涯研究的兴趣。SCP的结果通常是通过增加的出版率或 增加了从预科到毕业的研究生涯的意向，这已被证明是可以预测的 成功地进入了医生-科学家的职业生涯。学术集中度合作是一个由 10所医学院积极开展指导和促进科学事业的研究。值得注意的是， 协作性公司进行了多个地点的研究，以研究增加的进入意向的预测因素 从事与导师关系相关的研究工作。虽然到目前为止，SCP主要专注于计划评估， 在SCP中探索指导科学的理论和机制研究是缺乏的。社会认知 职业生涯理论(SCCT)是一种可以解释医学成功指导的理论模型 把学生培养成未来的内科科学家。一些研究表明，研究自我效能感是一项重要的 进入科学职业生涯的预测者。在芝加哥大学，我们发现研究自我效能在 当控制了最初的兴趣时，入学与职业生涯研究意向的增加有关 基础科学、性别和少数民族地位。在对芝加哥大学一年级学生进行的两个站点的研究中 而伊坎医学院在西奈山，我们发现建立了一个强大的导师 医学生认为恋爱是最重要的目标，女生更看重人际关系 学生与男性同龄人相比。最后，在一项对10名毕业生进行的多地点辅导研究中， 我们发现，尽管女性和URM学生更有可能选择符合以下条件的导师 性别或少数族裔身份的一致性，导师和学生的一致性与进入 研究生涯或出版。相反，我们发现，那些投资于专业发展的导师 的学生(与那些投资于完成项目的学生相比)被评为对 学生的职业生涯研究意向和学生的职业认同。根据我们的初步数据，我们 将对300名女性导师和少数族裔医学生学员进行随机试验，以测试 基于社会认知职业理论对导师的有针对性的干预可能会导致更多的研究 自我效能感、研究生涯坚持性和增加的研究生产力的客观测量 他们的导师。除了了解这种干预是否会成功之外，同样重要的是 了解基于SCCT的指导干预的方式和原因的潜在机制 成功了。我们将具体检查学员的敬业度是否通过经验抽样来衡量 方法实时中介干预对相关研究生涯结果的影响。

PROJECT SUMMARY The workforce of physician scientists, particularly in positions of senior leadership, persistently fails to reflect the diversity seen in both the general population and the diversity in US medical schools, with women and minorities underrepresented in the physician-scientist pipeline. One potential mechanism to address this is the presence of scholarly concentration programs (SCPs) within the traditional 4-year medical school curriculum. SCPs allow MD-only degree candidates to participate in a mentored research projects in an effort to increase interest in career-long research. SCP outcomes are often measured by increased publication rates or increased intention for a research career from matriculation to graduation, which has been shown to predict successful entry into a physician-scientist career. The Scholarly Concentrations Collaborative is a coalition of 10 medical schools actively conducting research on mentoring and promotion of scientific careers. Notably, the Collaborative has undertaken multi-site research to study the predictors of increased intention to enter research careers related to mentorship. While SCPs have primarily focused on program evaluation to date, theoretical and mechanistic studies exploring the science of mentoring in SCPs are lacking. Social cognitive career theory (SCCT) is one theoretical model that could explain successful mentoring of medical students into future physician scientists. Several studies indicate that research self-efficacy is an important predictors of entry into scientific careers. At University of Chicago, we found that research self-efficacy at matriculation is associated with increased intent for career-long research when controlling for initial interest in basic science, gender, and minority status. In a 2-site study of first year students at the University of Chicago and the Icahn School of Medicine at Mount Sinai, we found that establishment of a strong mentoring relationship is rated as the most important goal among medical students, and is valued more by female students compared to male peers. Lastly, in a multi-site study of mentoring among graduates from 10 institutions, we found that although women and URM students are more likely to select mentors who are gender- or minority-status concordant, mentor-student concordance is not associated with intention to enter a research career or publication. Instead, we found that mentors who invested in the professional development of their students (compared to those that invested in project completion) were rated most impactful on students' intent for career-long research and students' professional identity. Based on our preliminary data, we will conduct a randomized trial of 300 mentors of women and minority medical student mentees to test whether a targeted intervention based on social cognitive career theory for mentors could lead to increased research self-efficacy, research career persistence, and increased objective measures of research productivity among their mentees. In addition to understanding whether such an intervention could succeed, it is equally important to understand the underlying mechanisms for how and why a mentoring intervention based on SCCT succeeds. We will specifically examine whether trainee engagement, as measured by Experience Sampling Method in real-time, mediates the effects of the intervention on relevant research career outcomes.