Mentoring Functions in Scientist Development

科学家发展中的指导职能

• 批准号: 8175099
• 负责人: MICHELLE R HEBL
• 金额: $ 35.55万
• 依托单位: BAYLOR COLLEGE OF MEDICINE
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-08-17 至 2015-07-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/8175099
• 关键词: Anthropology; Attitude; Belief; Businesses; Communities; Consensus; Data; Data Analyses; Databases; Development; Doctor of Philosophy; Educational Intervention; Educational workshop; Environment; Event; Focus Groups; Home environment; Human; Institution; Internet; Intervention; Interview; Investments; Literature; Mediating; Mentors; Methodology; Modeling; Monitor; Outcome; Outcome Study; Policies; Property; Psychologist; Publications; Qualifying; Questionnaires; Recording of previous events; Recruitment Activity; Reporting; Research; Research Personnel; Scientist; Social Network; Solid; Structure; Students; Surveys; Testing; Time; Training; Typology; United States; base; biomedical scientist; design; evidence base; experience; graduate student; human capital; improved; novel; programs; psychosocial; satisfaction; sociologist; tool

DESCRIPTION (provided by applicant): "Mentoring" is widely considered an crucial part of scientist training and access to good mentoring is through to be a limiting factor for the scientist pipeline from under-represented groups (URG). In particular, the Ibarra-Thomas Hypothesis from the business world suggests that URG groups need to receive psychosocial mentoring from mentors of their own group. Despite the extensive 'best practice' literature related to scientist training, there is little empirical understanding of the structure and dynamics of the social networks that mediate the developmental functions of mentoring. These limitations severely constrain our ability to evaluate mentoring and therefore our ability to make changes in the access to mentoring to enhance the URG scientist pipeline. The proposed research brings together biomedical researchers invested in mentoring of URG students and psychologists and sociologists who are experts in the fields of diversity, professional human relations and the development of human capital. We will test the hypothesis that access to specific forms of diverse mentoring are needed for effective instrumental and psychosocial mentoring. Aim 1 is to use study the structure and dynamics of personal mentoring networks used by 300 nationally distributed majority and URG biomedical PhD students. A novel microblogging approach to event-contingent reporting will be used to generate about 300,000 event reports recording 3 million values about mentoring interactions. These data will be combined with on- line questionnaires and video-interviews to build a dynamic picture of mentor-prot¿g¿ interactions and to test the Ibarra-Thomas Hypothesis and the more general diversity hypothesis to ask: what kinds of mentoring are needed and with whom? Aim 2 is to construct a data-based model of mentoring environments available at the US institutions training majority and URG students. Aim 3 is to conduct interviews with 150 nationally distributed research advisors to determine their attitudes and personal concepts of 'best practice' for mentoring students and URG students. These Aims will allow us to develop a comprehensive evidence-based model of how majority and URG biomedical PhD students are mentored in the United States. PUBLIC HEALTH RELEVANCE: Mentoring is critical to URG biomedical PhD training but interventions to improve mentoring are hard to evaluate because solid data about the mentoring environment for URG or even majority students is not available. This study will provide an unprecedentedly rich analysis of mentoring based on over 1000 student- years of daily reports and sophisticated qualitative-quantitative analysis by a diverse team of researchers.

描述（由申请人提供）：“指导”被广泛认为是科学家培训的重要组成部分，获得良好的指导是来自代表性不足群体（URG）的科学家管道的限制因素。特别是，来自商界的Ibarra-Thomas假说表明，URG群体需要接受本群体导师的心理辅导。尽管广泛的“最佳实践”的文献与科学家的培训，很少有经验的理解的结构和动态的社交网络，调解的发展功能的指导。这些限制严重限制了我们评估指导的能力，因此也限制了我们改变获得指导以加强URG科学家管道的能力。拟议的研究汇集了生物医学研究人员投资于URG学生和心理学家和社会学家的指导，他们是多样性，专业人际关系和人力资本发展领域的专家。我们将测试的假设，获得特定形式的多样化的辅导需要有效的工具和心理辅导。目的1是使用研究的结构和动态的个人指导网络使用的300个全国分布的多数和URG生物医学博士生。一种新颖的微博事件相关报告方法将用于生成约30万份事件报告，记录300万个关于指导互动的价值。这些数据将与在线问卷调查和视频访谈相结合，以建立一个动态的画面，导师保护互动和测试伊巴拉-托马斯假设和更普遍的多样性假设问：什么样的辅导是必要的，与谁？目标2是构建一个基于数据的模型，在美国机构培训大多数和URG学生的辅导环境。目标3是与150名分布在全国各地的研究顾问进行访谈，以确定他们的态度和个人概念的“最佳实践”指导学生和URG学生。这些目标将使我们能够开发一个全面的循证模型，说明如何在美国指导大多数和URG生物医学博士生。 公共卫生关系：指导是至关重要的URG生物医学博士培训，但干预措施，以改善指导是很难评估，因为可靠的数据，指导环境URG甚至大多数学生是不可用的。这项研究将提供一个前所未有的丰富的分析指导的基础上，超过1000学生年的日常报告和复杂的定性定量分析，由不同的研究团队。