Mechanisms for Enhancing Scholarly Achievements (MESA)

提高学术成就的机制（MESA）

• 批准号: 8125121
• 负责人: CARRIE JO BRADEN
• 金额: $ 40.23万
• 依托单位: UNIVERSITY OF TEXAS HLTH SCIENCE CENTER
• 依托单位国家: 美国
• 财政年份: 2010
• 资助国家: 美国
• 起止时间: 2010-08-10 至 2014-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8125121
• 关键词: Achievement; Address; Adherence; Affect; Age; Allied Health Profession; Ally; Anxiety; Area; Attention; Attitude; Back; Behavior; Behavioral; Belief; Career Choice; Characteristics; Clinical; Clinical Research; Clinical Sciences; Cognitive; Collaborations; Communication; Communities; Conflict (Psychology); Continuing Education; Critiques; Dentistry; Development; Diagnosis; Discipline of Nursing; Distal; Dose; Education; Elements; Empathy; Enrollment; Ensure; Ethnic Origin; Exhibits; Exposure to; Faculty; Fostering; Future; Gender; Goals; Health; Health Occupations; Health Professional; Health Promotion; Health Sciences; Healthcare; Individual; Interdisciplinary Study; Intervention; Investigation; Investments; Knowledge; Language; Language Development; Lead; Learning; Left; Light; Link; Literature; Longitudinal Studies; Measures; Mediating; Mediator of activation protein; Medicine; Mentors; Methods; Minority; Modeling; Motivation; Outcome; Participant; Perception; Persons; Population; Preparation; Prevention; Problem Solving; Process; Productivity; Protocols documentation; Public Health; Public Health Dentistry; Race; Randomized; Relative (related person); Research; Research Personnel; Research Project Grants; Resources; Risk; Risk Factors; Safety; Science; Scientist; Self Efficacy; Self Perception; Series; Services; Social Environment; Societies; Solutions; Specific qualifier value; Staging; Students; Testing; Thinking; Training; Training Programs; Translations; Uncertainty; Underrepresented Minority; United States; Vision; Vulnerable Populations; Work; Workplace; abstracting; base; career; cohort; comparison group; design; direct application; disability; education planning; experience; graduate student; health care delivery; health disparity; help-seeking behavior; human disease; human subject; improved; interest; knowledge base; meetings; member; minority health; parity; premature; programs; prospective; psychologic; public health relevance; racial and ethnic; racial and ethnic disparities; research study; resilience; restoration; skills; success; theories; therapy design

DESCRIPTION (provided by applicant): Mechanisms for Enhancing Scholarly Achievements (MESA) Abstract The purpose of this randomized, controlled prospective-cohort-longitudinal study is to increase understanding of the mechanisms that contribute to the transition of a diverse group of Academic Health Science Center graduate students who are enrolled in clinical programs of study (medicine, nursing, dentistry, allied health, and public health) into planned pursuit of a clinical research scientist career. The framework for this initial test of an integrated series of interventions designed to build interdisciplinary research teams has a cognitive learning theory assumptive base specifying intra-person and organization resources that make it possible to reach desired scholarly achievement goals despite exposure to learning anxiety and uncertainty that accompanies entry into a team science learning frame. The theory informed intervention strategies incorporate the following elements: " Motivation direction and strength interventions to foster the development of personal research career goals; " Faculty and community mentor pool that link student participation with an interdisciplinary research team; " Research team building support to promote collaboration and healthy competition; " Individual capacity building essential cognitive skills (problem solving, cognitive reframing, delay in gratification and belief in self relative to research self-efficacy); " Participation across five semesters in team-based research projects directed toward health promotion/restoration for persons from vulnerable populations; " A scholars' seminar series (across five semesters) focused on essential research content and proficiencies. Five aims and 10 linked hypotheses address a test of outcomes and modeling of the proposed learning process that begins with Motivator Direction and Strength and ends with Scholarly Activity and Career Path plan. PUBLIC HEALTH RELEVANCE: Little is known about the factors that influence the pursuit of a research career by minority persons. The proposed study will add to what is known about key elements, the mechanisms, which promote the achievement of successful research careers of minority persons who are returning for a graduate degree in medicine, nursing, dentistry, allied health and public health. The potential impact of having evidence supported interventions that demonstrate the ability to increase the number of minority clinical researchers is the potential to more quickly and efficiently to produce a research workforce that better addresses the health needs of vulnerable populations.

描述（由申请人提供）：提高学术成就的机制（MESA）摘要这项随机、对照的前瞻性队列纵向研究的目的是增进对有助于将就读临床研究项目（医学、护理、牙科、联合健康和公共卫生）的学术健康科学中心研究生群体过渡到有计划地追求临床研究科学家职业生涯的机制的理解。旨在建立跨学科研究团队的一系列综合干预措施的初步测试框架具有认知学习理论假设基础，指定了个人和组织资源，尽管在进入团队科学学习框架时面临学习焦虑和不确定性，但仍可以实现预期的学术成就目标。理论指导干预策略包含以下要素：“促进个人研究职业目标发展的动机方向和强度干预；”将学生参与与跨学科研究团队联系起来的教师和社区导师库；“ “ 研究团队建设支持，以促进合作和良性竞争； “ 个人能力建设基本认知技能（解决问题、认知重构、延迟满足以及相对于研究自我效能的自我信念）； “在五个学期内参与以团队为基础的研究项目，旨在促进/恢复弱势群体的健康；”学者研讨会系列（跨越五个学期）重点关注基本研究内容和熟练程度。 五个目标和 10 个相关假设涉及对拟议学习过程的结果和建模的测试，该学习过程从激励方向和强度开始，以学术活动和职业道路计划结束。 公共卫生相关性：人们对于影响少数族裔从事研究事业的因素知之甚少。拟议的研究将增加对关键要素和机制的了解，这些要素和机制可促进回国攻读医学、护理、牙科、联合健康和公共卫生研究生学位的少数族裔取得成功的研究生涯。有证据支持的干预措施证明有能力增加少数族裔临床研究人员的数量，其潜在影响是有可能更快、更有效地培养一支研究队伍，更好地满足弱势群体的健康需求。