Facilitator Training to Disseminate Research Mentor Training for Diverse Scholars

描述（由申请人提供）：有效的指导是科学家在培训中取得学术成功的重要预测因素。尽管如此，研究导师通常通过试验和错误而不是通过结构化培训来发展他们的指导技能。为了解决这种缺乏培训的问题，我们调整了导师培训课程，进入导师，与本科生，研究生，博士后和初级教师的导师一起使用，涵盖生物医学，临床，行为和社区参与的研究。为了促进这种循证方法的扩大使用，我们建议在2013年美国奇卡诺人和美洲土著科学家促进协会（SACNAS），美国公共卫生协会（APHA）和华盛顿大学麦迪逊健康公平领导研究所（HELI）的全国会议上，领导密集的培训培训师研讨会作为会前会议。这些会议针对来自广泛职业阶段和学科的代表性不足群体的参与者，并吸引了许多培训补助金计划领导者。本次研讨会的参与者将：1。能够清楚地说明研究导师培训的必要性。2.体验基于过程的导师培训方法。3.熟悉研究导师培训课程和可用资源。4.能够描述支持研究导师培训有效性的证据。5.发展在本国机构实施导师培训所需的知识和技能。6.对他们的促进技能充满信心。7.能够阐明在其所在机构实施培训的实际计划。8.起草招募导师参加培训的计划。9.熟悉评估导师培训效果和影响的指标和工具。重要的是，这里提出的研讨会将为全国各地的项目建设能力，以响应NIGMS的呼吁，“确定和采用基于证据的做法，使学生获得必要的指导，以发展基本的职业技能。通过确定有效的指导做法、指导培训和战略的使用”。

DESCRIPTION (provided by applicant): Effective mentoring is an important predictor of the academic success of scientists in training. Despite this, research mentors typically develop their mentoring skills through trial and error not through structured training. To address this lack of training, we have adapted the mentor training curricula, Entering Mentoring, to use with mentors of undergraduate, graduate students, post-docs and junior faculty across the range of biomedical, clinical, behavioral, and community- engaged research. To promote expanded use of this evidence-based approach, we propose to lead intensive train-the-trainer workshops as pre-conference sessions at the 2013 national meetings of the Society for Advancement of Chicano and Native American Scientists (SACNAS), the American Public Health Association (APHA), and the UW Madison Health Equity Leadership Institute (HELI). These meetings target participants from underrepresented groups across a broad range of career stages and disciplines and draw in many training grant program leaders. Participants in this workshop will: 1. Be able to articulate the need for research mentor training. 2. Experience the process-based approach to mentor training. 3. Be familiar with the research mentor training curricula and resources available. 4. Be able to describe evidence to support the effectiveness of research mentor training. 5. Develop the knowledge and skills needed to implement mentor training at their home institutions. 6. Gain confidence in their facilitation skills. 7. be able to articulate practical plans for implementing training at their home institution. 8. Draft a plan to recruit mentors to participate in training. 9. Become familiar with metrics and tools to assess the effectiveness and impact of mentor training. Importantly, the workshops proposed here will build capacity for programs across the country to answer NIGMS' call "to identify and adopt evidence-based practices so that students receive the mentorship necessary to develop essential career skills... by identifying effective mentoring practices, mentor training and use of strategies".