Building a Diverse Biomedical Workforce Through Communication Across Difference

通过跨差异沟通建立多元化的生物医学劳动力队伍

• 批准号: 10657400
• 负责人: Carrie A. Cameron
• 金额: $ 23.5万
• 依托单位: UNIVERSITY OF TX MD ANDERSON CAN CTR
• 依托单位国家: 美国
• 财政年份: 2019
• 资助国家: 美国
• 起止时间: 2019-07-18 至 2025-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10657400
• 关键词: Address; Area; Biomedical Research; Career Mobility; Communication; Control Groups; Development; Dimensions; Distal; Doctor of Philosophy; Educational workshop; Environment; Ethnic Origin; Face; Future; Goals; Growth; Health; Individual; Institution; Intention; Intervention; Knowledge; Knowledge acquisition; Lead; Learning; Linguistics; Link; Measures; Mediating; Mentors; Methods; Modeling; Outcome; Participant; Personal Communication; Play; Postdoctoral Fellow; Process; Psychological Models; Publications; Qualifying; Race; Randomized, Controlled Trials; Research; Research Personnel; Research Training; Role; Scientist; Series; Students; Surveys; Testing; Underrepresented Populations; United States National Institutes of Health; Work; broadening participation research; career; design; effective intervention; evidence base; experimental group; flexibility; follow-up; graduate student; innovation; interest; member; predictive modeling; programs; psychologic; recruit; skills; social influence; social relationships; socioeconomics; success; summer student; time use; undergraduate student

ABSTRACT The biomedical research workforce faces steep declines in recruitment and retention of under-represented researchers, from undergraduate study to the senior professoriate, and an escalating attrition of those at the PhD-level as they are nearing potential careers as independent investigators (Fuhrmann, Halme et al. 2011). To address these challenges, evidence-based mechanisms that enhance mentoring, networking, and career transitions are needed, but the specific mechanisms that make them effective are still unclear. Elucidating these mechanisms is critical to future efforts to diversify and retain the biomedical research workforce. To that end, our objective is to test a predictive model of the influence of skills for communicating across difference (CAD) on long-term outcomes for both students and their junior mentors (graduate students and postdocs). Our central hypothesis is that acquiring CAD skills will influence distal outcomes for diverse trainees' career persistence and network growth, as well as junior mentors' subsequent engagement in mentoring of diverse trainees, and can be modeled using an adapted version of the Tripartite Integration Model of Social Influence (TIMSI). Our specific aims are to measure effects of a CAD workshop series in a longitudinal, randomized controlled trial of dyads of summer students and their matched junior mentors, with additional group-effects analysis for under-represented groups; 2) to identify causal relationships of the variables and create 2 related TIMSI-based models: one for career intention outcomes and one for mentoring intention outcomes; and 3) to assess long-term impact of CAD skills and predictive utility of the student and mentor models by tracking outcomes of known Hallmarks of Success such as completion of STEM degrees, publication, and others. By investigating the role of CAD skills, we expect to model the psychological processes by which research career persistence is strengthened for all participants, and commitment to mentoring diverse trainees is strengthened for junior mentors. Innovations of the proposed research include its unique focus on linguistic skills, the dyadic and interactional analytic approach, the analysis of psychological development processes as senior trainees become junior mentors, and the use of flexible, generative skills rather than acquired knowledge as a mechanism of change. Our long-term goal is help diversify the biomedical workforce through an approach which addresses the interactional roles of both under-represented and well-represented groups simultaneously. This research, conducted by our uniquely qualified team, directly addresses priorities outlined by the NIH National Research Mentor Network and will contribute to our understanding of mechanisms that enhance mentoring and career transition and thereby broaden participation in the biomedical workforce.

摘要 生物医学研究人员面临着招聘和保留代表性不足的急剧下降 研究人员，从本科学习到高级教授，以及那些在不断升级的自然减员， 博士水平，因为他们接近独立研究者的潜在职业生涯（Fuhrmann，Halme等人，2011）。 为了应对这些挑战，需要建立基于证据的机制，以加强指导、网络和职业发展。 过渡是必要的，但使其有效的具体机制仍不清楚。阐明 这些机制对于今后努力使生物医学研究人员队伍多样化和留住他们至关重要。与 最后，我们的目标是测试一个预测模型的影响，技能的沟通跨越差异 (CAD)对学生和他们的初级导师（研究生和博士后）的长期成果。 我们的中心假设是，获得CAD技能将影响不同学员的职业生涯的远端结果 持续性和网络增长，以及初级导师随后参与指导不同的 学员，并可以使用社会影响力三方整合模型的改编版本进行建模 （TIMSI）。我们的具体目标是测量CAD研讨会系列在纵向，随机 暑期学生和他们匹配的初级导师的配对对照试验，具有额外的组效应 分析代表性不足的群体; 2）确定变量的因果关系，并创建2个相关的 基于TIMSI的模型：一个用于职业意向结果，一个用于指导意向结果;以及3） 评估CAD技能的长期影响以及学生和导师模型的预测效用， 已知的成功标志的结果，如完成STEM学位，出版物等。通过 通过调查CAD技能的作用，我们希望对研究职业生涯的心理过程进行建模， 所有参与者的坚持性得到加强，对指导不同学员的承诺得到加强 给初级导师的该研究的创新之处包括对语言技能的独特关注， 和互动分析法，分析高级学员的心理发展过程 成为初级导师，并使用灵活的，生成性的技能，而不是获得的知识， 变化机制。我们的长期目标是通过一种方法， 它解决了代表性不足和代表性良好的群体之间的相互作用 同步这项研究由我们独特的合格团队进行，直接解决了概述的优先事项 由NIH国家研究导师网络，并将有助于我们了解的机制， 加强指导和职业过渡，从而扩大生物医学劳动力的参与。