TRANSforming Bio-medical Research & Academic Faculty through Opportunity, TRaining, & Mentorship (TRANSFORM)

转变生物医学研究

• 批准号: 10472689
• 负责人: ESA M DAVIS
• 金额: $ 48.02万
• 依托单位: UNIVERSITY OF PITTSBURGH AT PITTSBURGH
• 依托单位国家: 美国
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-09-01 至 2026-07-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10472689
• 关键词: Academia; Academy; Address; Area; Association of American Medical Colleges; Biomedical Research; Capital; Clinical Research; Custom; Decision Making; Department chair; Development; Development Plans; Discrimination; Ensure; Faculty; Feeling; Fostering; Funding; Funding Opportunities; Future; Goals; Grant; Health; Healthcare; Individual; Institutes; Institution; Institutional Racism; Investments; Journals; Leadership; Link; Longevity; Measures; Medical; Medicine; Mentors; Mentorship; Minority; Minority-Serving Institution; Modality; Movement; Outcome; Participant; Personal Satisfaction; Persons; Positioning Attribute; Productivity; Program Development; Publications; Research; Research Personnel; Resources; Role; Safety; Science; Self Efficacy; Structure; Study Section; Time; Training; Training Activity; Underrepresented Minority; United States National Institutes of Health; Universities; Work; career; career development; cohort; editorial; education research; experience; faculty research; improved; innovation; instructor; mid-career faculty; minority investigator; outreach; peer coaching; professional atmosphere; programs; psychologic; recruit; satisfaction; senior faculty; skill acquisition; skills; skills training; stem; success; tenure track; underrepresented minority student; virtual

Project Summary/Abstract Despite investment by the National Institutes of Health in training underrepresented minority (URM) biomedical researchers, diversity at the independent investigator and academic leadership ranks (e.g., Associate and Full Professors, Division Chiefs and Department Chairs) in academic medical institutions remains meager. In 2019, among all 179,238 full-time faculty at medical degree-granting institutions, only 9.5% were URMs. The attrition of intellectual capital from the academy painstakingly earned by URM mid-career faculty at the cusp of becoming independent researchers and/or taking on leadership roles is disheartening. Despite the promising outcomes of career development programs (CDP) in facilitating early career success, few CPDs intentionally support the needs of URM mid-career faculty by bolstering their leadership skills and mentoring them to strengthen their psychological safety and self-efficacy, both of which are critical for professional advancement. Our overall objective is to transform the diversity of the biomedical research workforce by establishing a national CDP that enhances retention, promotion, and attainment of institutional leadership roles, thereby promoting longevity of academic research careers of URM mid-career faculty. Our proposed TRANSFORM program unites the expertise and educational modalities of the Association of American Medical Colleges (AAMC) and the University of Pittsburgh's Institute for Clinical Research Education, in partnership with three minority serving institutions and Centers of Excellence to recruit mid-career faculty researchers at the cusp of promotion and deserving of consideration for institutional leadership positions. By leveraging the AAMC’s annual Mid-Career Minority Faculty Leadership Seminar as the entry point to our program, we will matriculate 20 scholars per year into a yearlong multi-faceted program for URM mid-career faculty. Our program aims to 1) promote career satisfaction and retention in research careers by strengthening psychological safety and self-efficacy through small group coaching and peer mentoring, 2) increase academic promotion and leadership attainment by providing culturally responsive leadership skills training, 3) accelerate research career trajectories for URM scholars by providing individualized mentoring and interactive customized career development plans, and 4) build structured opportunities to facilitate institutional change, by having URM scholars complete a collaborative leadership project with an institutional leader (e.g. Division Chief, Dept Chair). Developed with the diversity of partnerships necessary to ensure long-term sustainability, our innovative program will increase retention of mid-career faculty and their promotion to senior ranks and leadership roles. Bolstering the ranks of senior URM researchers will, in turn, aid in the recruitment and mentorship of future URM investigators, build equitable and inclusive institutional cultures and ultimately be transformative in diversifying the biomedical research workforce to ensure equity in health and healthcare for all.

项目概要/摘要 尽管美国国立卫生研究院投资于培训代表性不足的少数族裔 (URM) 生物医学 研究人员、独立研究者和学术领导阶层的多样性（例如，助理和全职） 学术医疗机构的教授、科长和系主任仍然很少。 2019年， 医学学位授予机构共有179,238名全职教师，其中URM仅占9.5%。人员流失 的智力资本是 URM 职业中期教师从学院辛苦获得的智力资本，他们正处于成为 独立研究人员和/或担任领导角色令人沮丧。尽管取得了可喜的成果 职业发展计划（CDP）在促进早期职业成功方面，很少有 CPD 有意支持 通过提高领导技能并指导他们加强自身能力，满足 URM 职业中期教师的需求 心理安全和自我效能，两者对于职业发展都至关重要。我们的整体 目标是通过建立一个国家 CDP 来改变生物医学研究队伍的多样性 加强机构领导角色的保留、晋升和实现，从而延长机构的寿命 URM 职业中期教师的学术研究生涯。我们提出的 TRANSFORM 计划将 美国医学院协会 (AAMC) 和大学的专业知识和教育模式 匹兹堡临床研究教育研究所与三个少数族裔服务机构合作， 卓越中心招募处于晋升和值得晋升阶段的职业中期教员研究人员 考虑机构领导职位。通过利用 AAMC 年度职业生涯中期少数族裔教师 领导力研讨会作为我们项目的切入点，我们每年将录取 20 名学者进入为期一年的学习班 为 URM 职业生涯中期教师提供的多方面计划。我们的计划旨在 1) 提高职业满意度和 通过小组加强心理安全和自我效能，保留研究生涯 辅导和同伴指导，2）通过提供文化上的帮助来提高学术晋升和领导力成就 响应式领导技能培训，3) 通过提供以下服务加速 URM 学者的研究职业轨迹 个性化指导和交互式定制职业发展计划，4) 构建结构化的 通过让 URM 学者完成协作领导来促进制度变革的机会 与机构领导者（例如部门主管、部门主席）合作的项目。随着合作伙伴关系的多样性而发展 为了确保长期可持续性，我们的创新计划将提高职业生涯中期教师的保留率 以及他们晋升到高级职位和领导职位。加强 URM 高级研究人员的队伍将在 反过来，帮助招募和指导未来的 URM 调查员，建立公平和包容的机构 文化，并最终实现生物医学研究人员多元化的变革，以确保公平 人人享有健康和医疗保健。