SCISIPBIO: Training Leaders - Professional Development, Mental Health, Mentoring

该提案的总体目标是审查研究生培训的三个关键组成部分在以下方面的作用 决定成功的结果。我们假设影响职业发展的重要因素 和工作满意度包括参与：a)职业发展(PD)、b)心理健康和 学员的健康状况，以及c)导师-学员匹配。我们还将衡量和计算潜在的 现有个人因素的解释效果，包括交叉身份(代表性不足 科学地位；例如，种族、性别、LGBTQIA、第一代)。总体而言，这一基于证据的 评估将是至关重要的，因为各机构决定如何集中有限的资源来改进培训 环境，并有效地培训生物医学劳动力和未来的科学领导者。目标1：确定 PD培训对职业生涯结局的影响。我们假设PD的参与增加了动力 以高效地完成培训。然而，一种相反的假设是，参与帕金森病会分散注意力， 打击学生的积极性，导致研究生发表的文章更少，获得学位的时间更长。 此外，我们假设，参与高级PD活动(体验式学习)将导致 与所选职业领域匹配的就业机会比例更高。在以下位置确定的趋势 地方和国家层面将提供强有力的数据，以确定体验式学习是否会影响职业生涯 在选择领域中的位置。目标2：衡量PD参与和接触对以下方面的影响 实习生的心理健康。我们假设，参加帕金森病活动将改善心理健康 较低的抑郁和焦虑率证明了这一点。精神健康措施将包括 焦虑、抑郁、自杀和健康将包括全球积极的情感和对生活的满意度。 我们将检验职业自我效能感的增加是否会中介帕金森病对心理健康和幸福感的影响。 目标3：确定导师-被辅导者匹配对科学领导生涯结果的影响。我们的目标是 通过创建新的调查指标来定义和测量导师-学员匹配；我们假设 在价值观、特征和/或特质上更好地匹配导师/被辅导者将带来更大的坚持性 研究生培训(更高的毕业率，更短的获得学位的时间，更高的生产力)和坚持不懈 科学职业(继续从事科学相关/研究密集型工作的受训者比例更高 在科学事业中的职业和领导，广义的定义)。 相关性(请参阅说明)： 培训环境支持对职业发展、心理健康和福祉的影响， 而师徒匹配不仅影响个人的职业成就，也影响到个人的发展 更广泛的生物医学劳动力。我们的目标是从制度上、地方上和 在全国范围内，推动生物医学劳动力的发展。

The overall goal of this proposal is to examine the role of three critical components of graduate training in determining successful outcomes. We hypothesize that important factors which impact career outcomes and job satisfaction include participation in: a) professional development (PD), b) mental health and wellness of trainees, and c) mentor-mentee match. We will also measure and account for the potential explanatory effects of existing individual factors including intersectional identities (underrepresented status in the sciences; e.g., race, gender, LGBTQIA, first generation). Collectively, this evidence-based evaluation will be critical as institutions decide how to focus limited resources to improve the training environment and effectively train the biomedical workforce and future scientific leaders. AIM 1: Determine the impact of PD training on career outcomes. We hypothesize that PD participation increases motivation to efficiently complete training. However, a counter-hypothesis is that participation in PD will distract and demotivate students, leading to fewer publications and longer time to degrees for graduate students. Furthermore, we hypothesize that participation in advanced PD activities (experiential learning) will lead to a higher proportion of placements that match the chosen career field experienced. Trends identified at local and national levels will provide robust data to determine if experiential learning impacts career placement in the field of choice. AIM 2: Measure the impact of PD participation and engagement on trainee mental health. We hypothesize that participating in PD activities will improve mental health during training as evidenced by lower rates of depression and anxiety. Mental health measures will include anxiety, depression, suicidality; and wellness will include global positive affect and satisfaction with life. We will test if increases in career self-efficacy mediates the effect of PD on mental health and well-being. AIM 3: Determine the impact of mentor-mentee match on scientific leadership career outcomes. We aim to define and measure mentor-mentee match by creating a novel survey metric; we hypothesize that a better mentor/mentee match on values, characteristics, and/or traits will lead to greater persistence in graduate training (greater graduation rates, shorter time to degree, higher productivity) and persistence in science careers (greater proportion of trainees who continue on to science-related/research-intensive careers and leadership in the scientific enterprise, broadly defined). RELEVANCE (See instructions): The impact of training environment support for professional development, mental health and well-being, and mentor-mentee match impact not only individual career outcomes but also the development of the biomedical workforce more broadly. We aim to catalyze policy change institutionally, locally and nationally, to drive development of the biomedical workforce.