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

项目摘要 我们建议建立一个新的国家培训计划，以响应NIGMS的倡议，“创新计划 加强研究培训“(IPERT)，旨在增加高技能、成功和 多样化的行为和生物医学员工队伍。我们的意图是通过指导研究人员在 学术机构、科研院所、科学社和私营企业拥有最好的专业技能， 包括研究道德，并通过这些技能有效地传递给受训者在家中 机构或专业协会。我们认为，这样的指导对于最大限度地取得成功是必要的 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，虽然大多数 毕业后的研究培训计划为学员提供了一个强大的科学背景 纪律和相关的实验室技能，需要更多的东西来最大限度地提高这些人 在事业上取得进步，并以高度的正直行事。作为成功的研究科学家，他们需要一个 广泛的其他技能，包括制定严格的研究计划的能力，以产生 可复制数据；通过成功的赠款提案为研究提供资金；获得并成功就业； 通过口头陈述、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者、教育者和导师；展示社交能力 责任，包括花时间与业馀社区进行有效的沟通。在很多情况下， 这些技能的发展将需要明确的指导。我们认为，这种指导应该由以下人员提供 积极参与研究的个人，应该在核心学术课程中和作为 关于这些技能的研讨会，包括对其伦理层面的讨论，而不是通过 研究伦理。我们的团队由一组不同的个人组成，他们分别和集体拥有 多年来，我一直直接或通过“培训师”向他人传授这些技能 研讨会。我们现在建议通过开发改进的材料来大幅扩展这些先前的努力， 包括讨论案例和其他讲义、幻灯片和视频；解决范围更广的 主题比过去更多；提高了我们的培训计划对包括种族在内的多元化劳动力的相关性 少数群体和残疾人；通过更大和更多样化的讲习班和 网站；以及制作一份培训手册。我们还将帮助研讨会参与者制定方法，建立 在其本国机构的包容气氛。我们为至少50名培训人员设计的研讨会的影响 每年，将由一名专业评估员仔细评估，并收集和报告参与者的数据 对我们的工作坊的评估；工作坊对参与者随后的教学活动的影响；以及 学员将所学知识传授给学员的有效性，学员可能包括大学 学生、研究生、博士后研究员、实验室工作人员、教师和/或工作人员科学家。

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.