Enhanced Grant Writing Coaching Intervention for a Diverse Biomedical Workforce

针对多元化生物医学劳动力的增强资助写作辅导干预

• 批准号: 10656482
• 负责人: Kolawole S Okuyemi
• 金额: $ 70.45万
• 依托单位: UNIVERSITY OF UTAH
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-01 至 2024-06-30
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/10656482
• 关键词: Academia; Affect; Area; Biological Sciences; Biomedical Research; Career Mobility; Characteristics; Data; Discipline; Dose; Educational process of instructing; Educational workshop; Effectiveness; Elements; Eligibility Determination; Enrollment; Evaluation; Faculty; Feedback; Funding; Future; Future Generations; Grant; Guidelines; Health; Individual; Institution; Intervention; Interview; Knowledge; Learning; Light; Longevity; Mentors; Mentorship; Methodology; Minority-Serving Institution; Modeling; Multivariate Analysis; Oral; Outcome; Participant; Pattern; Peer Review; Persons; Postdoctoral Fellow; Predictive Factor; Privatization; Process; Publications; Randomized; Randomized, Controlled Trials; Readiness; Recording of previous events; Reporting; Research; Research Design; Research Methodology; Research Personnel; Resources; Self Efficacy; Statistical Data Interpretation; Structure; Testing; Time; Touch sensation; Training; Underrepresented Populations; United States National Institutes of Health; Variant; Work; Writing; arm; clinical care; comparative; design; effectiveness evaluation; ethnic diversity; experience; improved; insight; intervention effect; intervention refinement; meetings; peer; predictive modeling; programs; racial diversity; skills; treatment arm; trial design; virtual coach

The ability to successfully acquire external research funding is an essential skill biomedical research trainees must acquire to make the career transition into independent investigator. During the first 4 years of the National Research Mentoring Network (NRMN), 4 different grant writing coaching group models for biomedical junior faculty and postdoctoral fellows, known to be effective on a small scale, were piloted at a national level. All of the models had an initial in-person training session, followed by virtual coaching meetings (group and/or individual) for several months. Coaching was provided by accomplished investigators with high levels of expertise in NIH proposal writing. However, the models differed in several of their core design features such as trainee eligibility (readiness to write, extent of mentorship in their research area), longevity (4-12 months), type of feedback provided (written, oral, both), proposal sections covered, and use of mock review. These differences enabled comparison of initial outcome and process data across the variations. A total 541 individuals from 156 institutions participated, with 63% from underrepresented groups. Irrespective of model, the great majority of coaching group participants reported meaningful learning gains in their knowledge, skills, and grant writing self-efficacy. Proposal funding outcomes were also positive, but varied between models from 12% to 24% of those submitted. Starting from the model that was most successful and most expandable, and drawing on effective elements of the other models, an enhanced grant writing coaching group model has been designed and is ready to be tested using a randomized controlled trial design. Key variables to be studied are: 1) the `dose' of the writing groups (i.e. a single 5-month intensive process vs. continuing support after the group) and 2) degree of engagement of local scientific mentors during the group (i.e. structured vs. unstructured). A 2 X 2 factor design will involve 288 junior faculty over the 5 years, achieving 2 Specific Aims: Aim 1 - Determine the effectiveness of a new, enhanced coaching intervention on proposal submission and funding rates when varying coaching dose (regular vs. extended), and mode of engaging local mentors with the coaching group (unstructured vs. structured). Aim 2 - Identify individual (person), coaching group, and institution factors that predict submission, resubmission, and funding of proposals. Aim 2 will be achieved by a first-ever in-depth mixed methods research design to determine the mechanisms by which the intervention works. It will combine association analyses with multiple potential predictor variable with in-depth qualitative analysis of person-by- person experiences working toward proposal submission and through review outcomes. The Impact of this study will be a detailed objective analysis of a very promising methodology for assisting junior faculty on the cusp of independence obtain funding. The in-depth study of factors important to and associated with successful funding will enable final refinement of the intervention for broad dissemination and application.

成功获得外部研究经费的能力是生物医学研究的一项必备技能 受训者必须学会将职业转变为独立调查员。在项目的头 4 年里 国家研究指导网络 (NRMN)，4 种不同的生物医学资助写作辅导小组模型 众所周知，初级教师和博士后研究员在小范围内有效，因此在国家一级进行了试点。 所有模特都进行了初步的面对面培训课程，然后进行了虚拟辅导会议（小组和/或 个人）几个月。由具有高水平的、有成就的调查员提供指导 NIH 提案撰写方面的专业知识。然而，这些模型在几个核心设计特征上有所不同，例如 受训者资格（写作准备程度、研究领域的指导程度）、寿命（4-12 个月）、类型 提供的反馈（书面、口头、两者）、涵盖的提案部分以及模拟评审的使用。这些 差异使得能够对不同变化的初始结果和过程数据进行比较。总计 541 来自 156 个机构的个人参与其中，其中 63% 来自代表性不足的群体。不论型号， 绝大多数辅导小组参与者报告说，他们在知识、技能、 并授予写作自我效能感。提案资助结果也是积极的，但不同模型之间存在差异 占提交人数的 12% 至 24%。 从最成功、最可扩展的模式入手，借鉴有效的 与其他模型的要素一样，我们设计了一个增强型拨款写作辅导小组模型，并且正在实施 准备使用随机对照试验设计进行测试。要研究的关键变量是： 1）“剂量” 写作小组（即单个为期 5 个月的强化过程与小组后的持续支持）和 2) 当地科学导师在小组中的参与程度（即结构化与非结构化）。一个2×2 因素设计将在 5 年内涉及 288 名初级教师，实现 2 个具体目标： 目标 1 - 确定 新的、增强的辅导干预对提案提交和资助率的有效性 不同的辅导剂量（定期与延长）以及让当地导师参与辅导小组的模式 （非结构化与结构化）。目标 2 - 确定个人、辅导小组和机构因素 预测提案的提交、重新提交和资助。目标 2 将通过首次深入研究来实现 混合方法研究设计以确定干预的作用机制。它将结合 与多个潜在预测变量的关联分析以及逐个深入的定性分析 个人在提交提案和审查结果方面的经历。这的影响 研究将对一种非常有前途的方法进行详细的客观分析，以协助初级教师 独立的风口浪尖获得资金。对重要因素和相关因素的深入研究 成功的资助将使干预措施得到最终完善，以供广泛传播和应用。

项目成果

Variations of a group coaching intervention to support early-career biomedical researchers in Grant proposal development: a pragmatic, four-arm, group-randomized trial.

• DOI: 10.1186/s12909-021-03093-w
• 发表时间: 2022-01-10
• 期刊: BMC medical education
• 影响因子: 3.6
• 作者: Weber-Main AM;Engler J;McGee R;Egger MJ;Jones HP;Wood CV;Boman K;Wu J;Langi AK;Okuyemi KS
• 通讯作者: Okuyemi KS