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: 10686872
• 负责人: AKSHAY SOOD
• 金额: $ 71.11万
• 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 2025-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10686872
• 关键词: Behavioral; Characteristics; Climate; Competence; Development; Diverse Workforce; Effectiveness; Equipment and supply inventories; Faculty; Focus Groups; Goals; Grant; Guidelines; Institution; Intervention; Interview; Knowledge; Literature; Measures; Mentors; Policies; Productivity; Program Development; Quasi-experiment; Randomized, Controlled Trials; Research; Research Personnel; Scientist; Structure; Surveys; Training; Underrepresented Minority; career; compare effectiveness; evidence base; 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.

虽然辅导对调查人员的成功至关重要，但培训和支持的最佳做法 导师不知道。迫切需要弥补这一知识差距，特别是在 少数民族（URM）教师科学家的比例很大。我们的长期目标是创造和扩大 干预措施，以提高多样化的劳动力的技能，以满足国家的研究需求。我们的目标 是制定，实施和评估理论上的导师发展计划，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，这些文献传达了导师目前在一个机构中感到毫无准备和没有支持， 气候不符合他们的需求。我们将通过以下具体目标实现我们的目标： 目的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，使用非随机准实验研究。假设1A： 相较于单独的导师干预，联合的导师干预在导师能力方面产生了更大的持续改善。 控制干预。假设1B：联合导师干预导致更大的教师学员成功 在实现里程碑，包括学术产品，赠款，并导航关键的职业决策。假设 1C：联合导师干预导致更多数量和质量的导师-学员行为 交互.目的2：比较结构化的导师支持网络的有效性，使用随机 对照试验假设2A：与不参与的导师相比，导师支持网络 参与导致导师的发展网络多样化和支持性的更大变化 特色假设2B：导师的发展网络多样化和支持性特征 分数与教师学员相应的发展网络分数呈正相关，主观 职业成功量表得分和研究生产力。假设2C：内容分析将提供见解 对URM导师和学员的网络特征变化以及职业成功的贡献 和研究生产力。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气候干预措施。假设3A：能力 可以通过对辅导氛围和焦点小组的调查/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/指导方针有关的有价值的机构干预。 假设3B：影响指导结构、方案/活动和/或政策/指导方针的干预措施 改善研究人群中的可衡量的机构辅导氛围。这些目标的完成将 建立导师干预的可行性和有效性，特别是在三个URM教师 西南机构。这将使循证活动取代试错法， 扩大国家研究指导网络的科学范围。

项目成果

Curriculum-based Faculty Training in Networking: Knowledge and Self-efficacy Outcomes.

基于课程的网络教师培训：知识和自我效能成果。

• 发表时间: 2023
• 期刊: The chronicle of mentoring & coaching
• 作者: Shore,XW;Soller,B;Mickel,N;Wiskur,B;Morales,D;Arora,S;Dominguez,N;Tigges,B;Helitzer,D;Myers,O;Sood,A
• 通讯作者: Sood,A

Home-Based Physiological Monitoring of Patients with COVID-19.

对 COVID-19 患者进行家庭生理监测。

• DOI: 10.13175/swjpcc005-21
• 发表时间: 2021
• 期刊: Southwest journal of pulmonary & critical care
• 作者: Warrier A;Sood A
• 通讯作者: Sood A

Assigning mentors for new HSC faculty hires: A preliminary policy evaluation.

为新聘用的 HSC 教师分配导师：初步政策评估。

• 发表时间: 2019
• 期刊: The chronicle of mentoring & coaching
• 作者: Sood,A;Sigl,D;Tigges,B;Myers,O;Greenberg,N;Wilson,B
• 通讯作者: Wilson,B

Improving Testing for COVID-19 for the Rural Southwestern American Indian Tribes.

改善了COVID-19的测试，西南美洲印第安人部落。

• DOI: 10.13175/swjpcc037-20
• 发表时间: 2020
• 期刊: Southwest journal of pulmonary & critical care
• 作者: Chhabra A;Sood V;Sood V;Sood A
• 通讯作者: Sood A

Developmental Networks Among Mentors and Mentees Involved in a Mentoring Intervention.

参与指导干预的导师和受训者之间的发展网络。

• 发表时间: 2021
• 期刊: The chronicle of mentoring & coaching
• 作者: Soller,B;Dominguez,N;Sood,A;Mickel,N;Myers,O;Tigges,B;Wiskur,B;Helitzer,D;Morales,D
• 通讯作者: Morales,D