The IMPACT Study: Improving Mentorship Practice through Attributions and Conflict Training

项目摘要 许多生物医学研究生项目的学生对他们的研究顾问有负面的经历， 导致幸福感下降，成就感下降。此外，与顾问的冲突对生物医学来说可能更糟 来自代表性不足背景(例如，种族和少数民族)的研究生。很少有干预措施 这些项目研究了如何以持续、可持续的方式改善学生和导师的关系。这个 目前的提案旨在开发和测试研究顾问导师干预的有效性 两个相辅相成的部分：(1)归因再培训，以鼓励顾问感知他们的指导 关系可控性和可延展性，以便激励他们改善他们的导师关系，以及(2) 冲突技能培训，为顾问提供管理和解决不可避免问题的具体和可行的方法 在这些持久的关系中出现的冲突。第二个目标是检查导师制培训是否 该计划能够以最少的时间和资源投入取得成功和可持续发展，以促进规模扩大。 具体的研究目标是：1)开发、试运行和改进轻触式和重触式版本的 为研究顾问提供导师、归因、再培训、冲突技能培训干预；2)测试 轻触式和重触式干预与“不干预”对照组的有效性比较 导师关系的功能和质量以及研究生对项目的满意度、学术 生产力和职业意图；以及3)确定任何一种干预措施的有效性 以研究生的性别或代表人数不足的群体(即种族/民族)的成员身份为标准 少数群体、社会经济地位低、残疾状况)。为实现这些目标，将开展以下迭代试点工作 为开发干预材料的轻触式和重触式版本而进行的。那么这两种药物的有效性 干预措施将通过将它们与非干预控制条件进行比较来进行测试，方法是使用随机 在美国一所大型研究密集型大学与270名研究顾问进行实验。这两种干预措施都将 提供8小时的关于归因再培训和冲突技能培训的异步内容(每小时1小时 每周)；那些处于重接触状态的人还将参加每周1小时的现场练习和讨论 (共16小时)。顾问和学生将接受调查，以评估对指导关系的任何影响。 还将评估对研究生短期和长期结果的影响，包括他们的学术成就 工作效率(例如，演示文稿、出版物)、职业意向和计划满意度。总的来说，该项目 将展示对研究顾问的一种新的干预是否改善了研究生指导关系 以及结果，以及一个轻量级版本是否足以实现这一点。

Project Summary Many students in biomedical graduate programs have negative experiences with their research advisors, leading to worse well-being and lower success. Further, conflicts with advisors can be worse for biomedical graduate students from underrepresented backgrounds (e.g., racial and ethnic minorities). Few intervention programs have examined how to improve student-advisor relationships in an ongoing, sustainable way. The current proposal aims to develop and test the effectiveness of a research advisor mentorship intervention with two complementary components: (1) attribution retraining, to encourage advisors to perceive their mentorship relationships as controllable and malleable in order to motivate them to improve their mentorship, and (2) conflict skills training, to equip advisors with specific and actionable ways to manage and resolve the inevitable conflicts that arise in these enduring relationships. A second goal is to examine whether a mentorship training program can be successful and sustainable with modest time and resource investments, to facilitate scale-up. Specific study aims are: 1) to develop, pilot test, and refine both light- and heavy-touch versions of a mentorship attribution retraining + conflict skills training intervention for research advisors; 2) to test the effectiveness of light-touch and heavy-touch interventions compared to a “no intervention” control group on mentoring relationship functions and quality as well as graduate students’ program satisfaction, scholarly productivity, and career intentions; and 3) to determine whether the effectiveness of either intervention is moderated by graduate students’ gender or membership in an underrepresented group (i.e., racial/ethnic minority, low socioeconomic status, disability status). To achieve these aims, iterative pilot work will be conducted to develop light- and heavy-touch versions of intervention materials. Then the effectiveness of both interventions will be tested by comparing them to a no-intervention control condition using a randomized experiment with 270 research advisors at a large U.S. research-intensive university. Both interventions will provide 8 hours of asynchronous content about attribution retraining and conflict skills training (1 hour per week); those in the heavy-touch condition will also attend a live, weekly 1-hour practice and discussion session (16 hours total). Advisors and students will be surveyed to assess any effects on the mentoring relationship. Effects on graduate student short- and long-term outcomes will also be assessed, including their scholarly productivity (e.g., presentations, publications), career intentions, and program satisfaction. Broadly, the project will demonstrate whether a novel intervention for research advisors improves graduate mentoring relationships and outcomes, and whether a light-touch version is sufficient to accomplish this.