Career Advancement and Culture Change in Biomedical Research: Group Peer Mentoring Outcomes and Mechanisms

摘要 为了满足对更多样化的生物医学和生物行为研究的需求 劳动力，并增加为不同和 代表不足的群体，我们建议实施一个群体同伴指导计划 面向从事生物医学研究的学术内科医生-科学家和博士科学家 这将带来更高的职业发展和成功，以及更高的活力。我们会 对职业生涯中期的教师进行团体同伴辅导的随机对照试验 参与者，因为他们正处于职业生涯的关键转折点。我们的主要成果是 衡量教师活力和职业发展的指标。假想的二级 成果包括提高了文化意识和对差异的认识，以及 多样性；关键指导实践的使用，以及个人目标的实现。短小的- 将通过下列方法衡量长期、中期和长期成果： 经过验证的调查工具；自我评估(调查和书面叙述 定性分析)；DPC成功标志的简历分析；主管 评估。有助于成功干预的具体因素将是 评估包括关系形成的机制，提供心理 安全、互惠、文化意识以及对差异和多样性的欣赏；以及 一个有组织的学术生涯规划过程。我们将进行定性分析 通过人种学观察、参与者访谈和书面叙述来评估 机制，参与者将报告详细的每一步的完成情况 学术发展规划。这种科学的方法来理解一个成功的 指导干预将有助于指导的科学；成为广泛的 传播干预方法和机制；并将推广到 不同的机构和职业阶段。建议的循证辅导模式 消除了传统指导模式经常遇到的陷阱， 可变的成功，并提供了一个同行网络。该项目的一个分支是评估 通过收集观点，使用在干预中学到的指导做法 干预参与者自己的家庭工作小组。在这种情况下，具体的因素 有助于取得成功成果的信息将在广泛的 在美国的机构。

Abstract To address the need for a more diverse biomedical and biobehavioral research workforce, and to increase opportunities for effective mentoring for diverse and underrepresented groups, we propose to implement a group peer mentoring program for academic physician-scientists and PhD scientists engaged in biomedical research that will result in enhanced career advancement and success, and high vitality. We will conduct a randomized controlled trial of group peer mentoring with mid-career faculty participants, as they are at a critical career transition point. Our primary outcomes are measures of faculty vitality and career advancement. Hypothesized secondary outcomes include enhanced cultural awareness and appreciation of difference and diversity; use of key mentoring practices, and achievement of personal goals. Short- term, intermediate and long-term outcomes will be measured by the following methods: validated survey instruments; self-assessment (surveys and written narratives with qualitative analysis); CV analysis for DPC Hallmarks of Success; supervisor assessment. Specific factors that contribute to the successful intervention will be assessed including the mechanisms of relationship formation, providing psychological safety, reciprocity, cultural awareness and appreciation of difference and diversity; and a structured process of academic career planning. We will conduct qualitative analyses of ethnographic observation, participant interviews and written narratives to assess the mechanisms, and participants will report on completion of each step of the detailed academic development plan. This scientific approach to understanding a successful mentoring intervention will contribute to the science of mentoring; be a basis for broad dissemination of the intervention methods and mechanisms; and will be generalizable to different institutions and career stages. The proposed evidence-based mentoring model eliminates the frequently encountered pitfalls of traditional mentoring models and their variable success, and provides a network of peers. One arm of the project is to assess the use of mentoring practices learned in the intervention by gathering the perspectives of the intervention participants' own home work groups. In this way, the specific factors that contribute to successful outcomes will be disseminated across a wide variety of institutions in the US.