Investigation of Professional Coaching as an Intervention to Support the Success of URG Biomedical Ph.D. Students

专业辅导作为支持 URG 生物医学博士成功的干预措施的调查

• 批准号: 10731591
• 负责人: Cynthia Blitz
• 金额: $ 52.71万
• 依托单位: RUTGERS BIOMEDICAL AND HEALTH SCIENCES
• 依托单位国家: 美国
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-09-01 至 2028-06-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10731591
• 关键词: Academia; Accreditation; Address; Anxiety; Biomedical Research; Biometry; Black race; Blinded; Career Mobility; Data; Data Collection; Disparity; Disparity population; Doctor of Philosophy; Economics; Education; Educational Models; Effectiveness; Elements; Ethnography; Faculty; Fellowship; Frequencies; General Population; Goals; Health; Hispanic Populations; Institution; International; Intervention; Interview; Investigation; Knowledge; Link; Long-Term Effects; Measures; Medical Students; Mental Depression; Mental Health; Methodology; Methods; New Brunswick; Nursing Students; Occupations; Outcome; Outcomes Research; Output; Population; Problem Solving; Productivity; Publications; Randomized; Reproducibility; Reproducibility of Results; Research; Research Personnel; Self Efficacy; Self Perception; Students; Testing; Time; Training; Training and Education; Underrepresented Populations; United States National Institutes of Health; Universities; anxiety reduction; aspirate; career; design; doctoral student; dosage; education research; effective intervention; effectiveness evaluation; equity, diversity, and inclusion; experience; experimental group; experimental study; improved; innovation; instrument; medical schools; psychologic; research study; resilience; success

PROJECT SUMMARY: Diversity improves the ability to conduct research in all fields, but is especially crucial for biomedical research, essential to our efforts to improve the health of the nation. Despite decades of sustained effort, fewer than 2 percent of NIH primary investigators are Black, lower than the percentage of Black faculty at medical schools and much lower than the general population. The same holds true for Hispanics and other underrepresented groups (URGs). New, inventive solutions are thus urgently needed to promote the advancement of biomedical URGs trainees. Here we propose individualized professional coaching as a scalable and effective intervention. Coaching is a practice where a professionally trained coach helps the coachee clarify aspirations, increase self-awareness, establish plans, take action to achieve goals, and overcome challenges. Coaching research in a number of different academic settings has demonstrated improved self-efficacy and mental health, which are needed for sustained academic success. However, professional coaching has never been rigorously tested as an intervention for biomedical Ph.D. students, which is a significant gap in knowledge. Using hypothesis-driven research, we will test the following hypothesis: Biomedical Ph.D. students who receive individualized academic coaching will experience improved short-term outcomes (e.g., self-efficacy, resilience, reduced anxiety and depression) and sustained positive effects (degree persistence, goal attainment, ease in career transitions, and tangible scholarly outputs) compared to their controls. An interdisciplinary team at Rutgers with deep expertise in biomedical Ph.D. education and training, diversity, equity, and inclusion (DEI), professional coaching, mental health, biostatistics, and rigorous mixed-methods educational research will test this hypothesis in the following three aims. For reproducibility, all experiments will be conducted at two institutions: Rutgers-New Brunswick (R-NB) and Rutgers-Newark (R-N). The experiments will be an academic year (AY)-long and utilize International Coaching Federation (ICF)-accredited coaches. URG and well-represented (WR) students will be randomly assigned to either control (no coaching) or experimental groups (coaching). In Aim 1, validated instruments will statistically measure short- and medium-term effects of professional coaching on goal attainment, self-efficacy and mental health (anxiety, depression, resilience). As a complementary approach, mixed methods will determine what gains occur, how they occur, and for what student populations they are most pronounced. Our hypothesis will be first tested at R-NB and then at R-N. In Aim 2, the coaching elements that lead to success will be defined including: i) dosage (frequency, duration) and ii) efficacy of Rutgers faculty/staff trained as ICF coaches. In Aim 3, long-term effects will be measured (e.g., time to degree, career transition, self- efficacy, and resilience). The proposed innovative research will have high impact by not only testing for the first time whether coaching is an efficacious and scalable intervention, but by also identifying the key elements needed for its implementation across institutions to address ongoing URG disparities in the workforce.

项目摘要：多样性提高了在所有领域进行研究的能力，但尤其至关重要 对于生物医学研究，对于我们改善国家健康的努力至关重要。尽管持续了数十年 努力，不到2％的NIH主要研究人员是黑人，低于黑人教师的百分比 医学院，远低于一般人群。西班牙裔和其他人也是如此 代表性不足的组（urgs）。因此，迫切需要新的，创造性的解决方案来促进 生物医学学员的进步。在这里，我们提出个性化的专业教练作为可扩展的 和有效的干预。教练是一种经过专业培训的教练帮助教练澄清的做法。 愿望，提高自我意识，制定计划，采取行动实现目标并克服挑战。 在许多不同的学术环境中的教练研究表明自我效能和 心理健康，这是持续的学术成功所需的。但是，专业教练从来没有 经过严格测试，作为生物医学博士学位的干预措施。学生，这是知识的重大差距。 使用假设驱动的研究，我们将检验以下假设：生物医学博士学位。接受的学生 个性化的学术教练将经历改善的短期成果（例如，自我效能感，韧性， 减轻焦虑和抑郁症）并持续积极影响（程度持久性，目标达成，轻松 与其对照相比，职业过渡和切实的学术成果）。罗格斯的跨学科团队 具有生物医学博士学位的深厚专业知识。教育和培训，多样性，公平和包容（DEI），专业 教练，心理健康，生物统计学和严格的混合方法教育研究将检验此假设 在以下三个目标中。对于可重复性，所有实验将在两个机构进行：Rutgers-New 不伦瑞克（R-NB）和罗格斯 - 奈克（R-N）（R-N）。实验将是一个学年（AY） - 很长并利用 国际教练联合会（ICF）认可的教练。 URG和代表性良好的学生将是 随机分配给控制（没有教练）或实验组（教练）。在AIM 1中，经过验证 工具将从统计学上测量专业教练对目标的短期和中期影响 成就，自我效能和心理健康（焦虑，抑郁，韧性）。作为一种补充方法， 混合的方法将决定发生了什么收益，发生了什么情况以及最多的学生人数 发音。我们的假设将首先在R-NB进行检验，然后在R-N上进行检验。在AIM 2中，教练要素 导致成功的定义包括：i）剂量（频率，持续时间）和ii）罗格教师/员工的功效 作为ICF教练训练。在AIM 3中，将测量长期效果（例如，学位，职业过渡，自我的时间 功效和弹性）。拟议的创新研究将不仅测试第一次，从而产生很大的影响 时间是否是有效且可扩展的干预措施，但也通过确定关键要素 它在跨机构实施的需要解决劳动力中正在进行的URG差异所需。