A Train-the-Trainers Approach to Developing a Diverse and Successful Workforce in Behavioral and Biomedical Sciences

项目摘要 我们建议根据NIGMS的倡议，制定一项新的国家培训方案， 加强研究培训”（IPERT），旨在增加一个高技能，成功的， 多样化的行为和生物医学劳动力。我们的意图是通过指导研究人员在 学术机构、研究机构、科学学会和私营行业中最好的专业技能， 包括研究道德，以及通过这些技能可以有效地传递给在家的受训者的方式。 机构或专业团体。我们相信，这样的指导是必要的，以最大限度地取得成功， 以及从事行为和生物医学研究的个人的科学诚信。这是因为，尽管大多数 学士后研究培训计划为学员提供了一个强大的科学背景， 学科和相关的实验室技能，需要更多的是最大限度地提高这些人的可能性， 在他们的职业生涯中前进，并以高度的诚信这样做。作为成功的研究科学家，他们将需要一个 各种各样的额外技能，包括制定严格的研究计划，产生 可重复的数据;通过成功的赠款提案资助研究;获得并成功就业; 通过口头报告、海报、研究手稿和非正式网络进行有效沟通; 管理时间，压力和冲突;成为有效的实验室管理人员，教育工作者和导师;并表现出社会 责任，包括花时间与非专业社区进行有效沟通。在很多情况下， 这些技能的发展需要明确的指导。我们认为，这种指导应该由 个人积极参与研究，并应发生在核心学术课程，并作为一部分， 关于这些技能的讲习班，包括讨论其道德层面，而不是通过单独的课程， 研究伦理我们的团队由一群不同的个人组成，他们-单独和集体- 多年来，我一直直接或通过“培训员培训”来指导他人掌握这些技能 工作坊.我们现在建议通过开发改进的材料， 包括讨论案例和其他讲义、幻灯片和视频;解决更广泛的问题， 主题比过去;增加我们的培训计划的相关性，为多元化的劳动力，包括种族 少数群体和残疾人;通过更大和更多样化的讲习班提供这些材料， 网站;编制培训手册。我们还将帮助研讨会参与者制定建立 在自己的家乡营造包容的氛围。我们为至少50名培训师设计的研讨会的影响 每年，将由专业评估员仔细评估，他将收集和报告参与者的数据。 对我们工作坊的评价;工作坊对参与者随后的教学活动的影响;以及 参与者将学到的知识传授给学员（可能包括大学）的有效性 学生、研究生、博士后研究员、实验室工作人员、教师和/或科学家。

Project abstract We propose to establish a new national training program in response to the NIGMS initiative, “Innovative Program to Enhance Research Training” (IPERT), that is designed to increase the size of a highly skilled, successful, and diverse behavioral and biomedical workforce. Our intension is to accomplish this by instructing researchers at academic institutions, research institutes, scientific societies, and private industry in the best professional skills, including research ethics, and in the ways by those skills can be effectively transmit to trainees at their home institutions or professional societies. It is our believe that such instruction is necessary to maximize the success and scientific integrity of individuals engaged in behavioral and biomedical research. This is because, whereas most post-baccalaureate research training programs provide their trainees with a strong background in a scientific discipline and relevant laboratory skills, much more is needed to maximize the likelihood these individuals will advance in their careers and do so with a high level of integrity. As successful research scientists they will require a wide variety of additional skills, including the ability to develop a rigorous research program that generates reproducible data; fund that research through successful grant proposals; obtain and succeed in employment; communicate effectively through oral presentations, posters, research manuscripts, and informal networking; manage time, stress, and conflict; become effective lab managers, educators, and mentors; and exhibit social responsibility, including taking the time to effectively communicate with lay communities. In a great many cases the development of such skills will require explicit instruction. We believe that such instruction should be provided by individuals actively involved in research and should occur both within core academic courses and as part of workshops on these skills that include a discussion of their ethical dimensions, rather than via separate courses in research ethics. Our team is made up of a diverse group of individuals who – separately and collectively – have been involved for many years in instructing others in these skills both directly and through “train-the-trainer” workshops. We now propose to expand those previous efforts substantially by developing improved materials, including cases for discussion and other handouts, slide decks, and videos; addressing a much broader range of topics than in the past; increasing the relevance of our training programs for a diverse workforce that includes ethnic minorities and individuals with disabilities; delivering those materials via larger and more diverse workshops and websites; and producing a training manual. We will also help workshop participants develop ways to establish a climate of inclusion at their home institutions. The impact of our workshops, designed for a minimum of 50 trainers each year, will be carefully assessed by a professional evaluator who will collect and report data on the participants’ evaluation of our workshops; the impact the workshops have on participants’ subsequent instructional activities; and the effectiveness of the participants in imparting what they have learned to their trainees, who may include college students, graduate students, postdoctoral fellows, laboratory staff, faculty, and/or staff scientists.