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

项目摘要 医生科学家的劳动力，特别是在高级领导职位上，一直没有反映出 在一般人群和美国医学院中看到的多样性，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4年制医学院课程中存在学术集中计划（SCP）。 SCP允许只有MD学位的候选人参加指导研究项目，以增加 对长期研究的兴趣。SCP成果通常通过增加的出版率或 从入学到毕业的研究生涯的意愿增加，这已被证明可以预测 成功地进入了一个物理科学家的职业生涯。学术集中协作是一个联盟， 10所医学院积极开展关于指导和促进科学事业的研究。特别是 协作组织进行了多地点研究，以研究增加入境意愿的预测因素 与导师制相关的研究工作。虽然SCP迄今主要侧重于方案评估， 缺乏探索SCP指导科学的理论和机制研究。社会认知 职业生涯理论（SCCT）是一个理论模型，可以解释成功的医疗指导， 学生成为未来的医学科学家。一些研究表明，研究自我效能感是一个重要的 进入科学职业的预测因素。在芝加哥大学，我们发现研究自我效能感在 当控制最初的兴趣时，入学与职业生涯长期研究的意图增加有关。 基础科学、性别和少数民族地位。在一项对芝加哥大学一年级学生的两个地点的研究中， 和西奈山伊坎医学院，我们发现建立一个强大的指导， 人际关系是医学生最重视的目标，女性更重视人际关系 学生与男生相比。最后，在一项对10个国家的毕业生进行的多地点指导研究中， 机构，我们发现，虽然妇女和URM学生更有可能选择导师谁是 性别或少数民族地位一致，导师-学生一致性与进入一个 研究或出版。相反，我们发现， 的学生（与那些投资完成项目的学生相比）被评为最具影响力的学生。 学生的终身研究的意图和学生的专业身份。根据初步数据，我们 将对300名女性导师和少数民族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进行有针对性的干预， 自我效能感，研究职业持续性，以及研究生产力的客观衡量标准增加， 他们的导师除了了解这种干预是否能够成功之外， 了解基于SCCT的指导干预的基本机制 网元成功我们将具体检查通过经验抽样衡量的学员参与度 方法在实时，介导的干预措施对相关的研究生涯成果的影响。

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.