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Qussini S, Shahbal S, MacDonald R, Hammoudeh S, Al-Ghoul Z, Diericks K. An Assessment of Clinical Research Self-Efficacy among Researchers at the Largest Healthcare Institute in Qatar: Recommendations and Future Actions. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2024; 11:23821205241233425. [PMID: 38854912 PMCID: PMC11162134 DOI: 10.1177/23821205241233425] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/21/2023] [Accepted: 01/31/2024] [Indexed: 06/11/2024]
Abstract
OBJECTIVES Clinical research professionals must be equipped with adequate training in sound scientific methods and appropriate ethics. In this study, we aimed to assess the current clinical research self-efficacy of researchers at Hamad Medical Corporation (HMC). We also evaluated the effects of training courses on researchers' self-efficacy. METHODS Utilizing a cross-sectional design, we used the shortened Clinical Research Appraisal Inventory (CRAI-12) through an online survey to assess the current clinical research self-efficacy of 600 researchers at HMC, Doha, Qatar. After conducting descriptive analyses, unpaired t test and ANOVA were used to determine significant mean percentages between variables. Pearson correlation coefficients were also calculated to measure the association among the interval variables. All tests were 2-sided, and significance was defined as P < .05. RESULTS For all questions, except those related to "funding," most participants scored on the upper half of the scale (>5), reflecting higher self-efficacy for the topics covered in CRAI. Gender differences were significant across all factors, with males reporting higher levels of self-assessed efficacy and in clinical research. Other factors such as higher education degrees and previous (external) clinical research training were also associated with higher self-reported clinical research efficacy. CONCLUSIONS The findings of this study indicate that researchers at HMC possess high clinical research self-efficacy overall, but lower self-efficacy in securing funding. Gender and education level positively influence self-efficacy across CRAI factors. Notably, clinical research training boosts self-efficacy, especially when obtained outside HMC. In conclusion, healthcare providers are strongly encouraged to engage in effective clinical research training courses, both within and outside of their healthcare institutions, to improve their clinical research efficacy and enhance clinical practice.
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Affiliation(s)
- Seba Qussini
- The Medical Research Center, Hamad Medical Corporation, Doha, Qatar
- Faculty of Medicine, Centre for Biomedical Ethics and Law, KU Leuven, Leuven, Belgium
| | - Saad Shahbal
- Department of Medicine, Hamad Medical Corporation, Doha, Qatar
| | - Ross MacDonald
- Distributed eLibrary, Weill Cornell Medicine—Qatar, Education City, Doha, Qatar
| | - Samer Hammoudeh
- The Medical Research Center, Hamad Medical Corporation, Doha, Qatar
| | - Zeina Al-Ghoul
- Faculty of Medicine, Bahcesehir University, Istanbul, Turkey
| | - Kris Diericks
- Faculty of Medicine, Centre for Biomedical Ethics and Law, KU Leuven, Leuven, Belgium
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2
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Regier DS, Weaver JA, Cheng N, Batshaw ML, Ottolini M, Shy ME, Summar ML. The Rare Disease Research Scholars Program: A training curriculum for clinical researchers with mixed methods evaluation study. TRANSLATIONAL SCIENCE OF RARE DISEASES 2022; 6:1-11. [PMID: 35601643 PMCID: PMC9108859 DOI: 10.3233/trd-210051] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 11/15/2022]
Abstract
Rare disease clinician investigators are essential to ensure appropriate diagnosis, care, and treatment for the rapidly growing rare disease population. As these researchers are spread across many specialties, learning the unique skill set for rare disease research (RDR) can be a hurdle and may hinder progress in the field. The need for an RDR focused training program for investigators in many specialties and backgrounds was identified in a needs assessment of trainees in the NIH funded Rare Diseases Clinical Research Network. Based on this information, the Rare Disease Research Scholars Program (RDRSP) was developed. We describe the needs assessment, curriculum creation, scholar recruitment, and outcome evaluation based on four years of programmatic data (2015–2019). This one year-long RDRSP uses a blended approach that includes in-person, web-based, synchronous and asynchronous learning. We evaluated the RDRSP using quantitative and qualitative approaches. Quantitative measures included pre and post questionnaires about knowledge, self-efficacy, and intent to remain in RDR. Data were analyzed using descriptive statistics and a paired t-test. Qualitative semi-structured interviews explored the RDR scholars’ perceptions of the RDRSP; thematic analysis examined the textual data. Quantitative pre- and post-measures were statistically significant in the following areas: 1) improved knowledge content in RDR, 2) enhanced self-efficacy in clinical research, and 3) intent to remain in the field of RDR. Qualitative data analysis found the program supported the development of the scholar’s research skills as well as ‘soft-skills’. By combining training of skills unique to RDR with the more general topics of leadership, mentorship and collaboration among participants in diverse specialties, we created a program that supports the development of the next generation of rare disease clinician investigators and serves as a model for training in other niche research areas.
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Affiliation(s)
| | - Jennifer A. Weaver
- Department of Occupational Therapy, Colorado State University, Fort Collins, CO, USA
| | - Nancy Cheng
- Children’s National Hospital, Washington, DC, USA
| | - Mark L. Batshaw
- Children’s National Hospital, Washington, DC, USA
- Children’s National Research Institute, Children’s National Hospital, Washington, DC, USA
| | - Mary Ottolini
- The Barbara Bush Children’s Hospital, Maine Medical Center, Portland, ME, USA
| | - Michael E. Shy
- Carver College of Medicine, University of Iowa, Iowa City, IA, USA
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3
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Cianciolo AT, Mitzelfelt J, Ghareeb A, Zahid MF, Akbar R, Ghias K. Physician-scientist or basic scientist? Exploring the nature of clinicians' research engagement. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2021; 26:353-367. [PMID: 32840691 DOI: 10.1007/s10459-020-09988-5] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/02/2020] [Accepted: 08/17/2020] [Indexed: 06/11/2023]
Abstract
Theoretical understanding of what motivates clinician researchers has met with some success in launching research careers, but it does not account for professional identification as a factor determining sustained research engagement over the long-term. Deeper understanding of clinicians' research-related motivation may better foster their sustained research engagement post-training and, by extension, the advancement of medicine and health outcomes. This study used an integrated theoretical framework (Social Cognitive Career Theory and Professional Identity Formation) and appreciative inquiry to explore the interplay of professional identification and research context in shaping post-training research success narratives. To foreground professional identification, 19 research-active clinicians and 17 basic scientists served as interviewees. A multi-institutional, multi-national design was used to explore how contextual factors shape external valuation of research success. The findings suggest that research-active clinicians do not identify as the career scientists implied by the modern physician-scientist construct and the goal of many clinician research-training programs. Their primary identification as care providers shapes their definition of research success around extending their clinical impact; institutional expectations and prevailing healthcare concerns that value this aim facilitate their sustained research engagement. Integrated developmental and organizational interventions adaptive to research context and conducive to a wider range of medical inquiry may better leverage clinicians' direct involvement in patient care and advance progress toward human health and well-being.
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Affiliation(s)
- Anna T Cianciolo
- Department of Medical Education, Southern Illinois University School of Medicine, PO Box 19681, Springfield, IL, 62794-9681, USA.
| | - Jordon Mitzelfelt
- Department of Pediatrics, Mayo Clinic School of Graduate Medical Education, Rochester, MN, USA
| | - Allen Ghareeb
- Department of Obstetrics and Gynecology, University of Missouri, Kansas-City, Kansas City, MO, USA
| | | | - Rozmeen Akbar
- Department of Biological and Biomedical Sciences, Aga Khan University, Karachi, Pakistan
| | - Kulsoom Ghias
- Department of Biological and Biomedical Sciences, Aga Khan University, Karachi, Pakistan
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4
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Branchaw J, Guerrero L, Pfund C. Interventions to Optimize Mentoring Relationships for Diverse Biomedical Researchers. UI JOURNAL 2020; 11:https://www.understandinginterventionsjournal.org/article/12479-interventions-to-optimize-mentoring-relationships-for-diverse-biomedical-researchers. [PMID: 37539044 PMCID: PMC10399635] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Subscribe] [Scholar Register] [Indexed: 08/05/2023]
Abstract
The articles in this special issue provide insights from a variety of mentoring interventions that were implemented across the NIH Diversity Program Consortium (DPC). Many of the articles highlight examples of how the Entering Mentoring and Entering Research curricular materials, available through the National Research Mentoring Network (NRMN), were adapted and implemented for research mentors and research trainees at Building Infrastructure Leading to Diversity (BUILD) institutions. Other articles report the outcomes of programs developed and offered more broadly by the NRMN. This overview provides background information on NIH DPC-wide efforts and the Entering Mentoring and Entering Research curricula.
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Affiliation(s)
- Janet Branchaw
- Department of Kinesiology, University of Wisconsin-Madison, Madison, WI
| | - Lourdes Guerrero
- David Geffen School of Medicine at the University of California, Los Angeles, CA
| | - Christine Pfund
- Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI
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5
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A study of the components of research self-efficacy in postgraduate students at Kermanshah University of Medical Sciences in 2018. J Public Health (Oxf) 2020. [DOI: 10.1007/s10389-020-01194-2] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/24/2022] Open
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6
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Thorpe RJ, Vishwanatha JK, Harwood EM, Krug EL, Unold T, Boman KE, Jones HP. The Impact of Grantsmanship Self-Efficacy on Early Stage Investigators of The National Research Mentoring Network Steps Toward Academic Research (NRMN STAR). Ethn Dis 2020; 30:75-82. [PMID: 31969786 PMCID: PMC6970523 DOI: 10.18865/ed.30.1.75] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
The NRMN STAR program was created to address the persistent underrepresentation in grant submissions and receipt of National Institutes of Health (NIH) awards by racial/ethnic minority groups. In our current study, we assessed program impact on trainees' self-efficacy related to grant writing. The program was conducted with two cohorts: one in June 2014 and one in June 2015. We used a 19-item grant writing self-efficacy scale drawn from the 88-item Clinical Research Assessment Inventory of three domains (conceptualizing, designing, and funding a study) to predict whether self-efficacy influences researchers' grant submissions. Trainees were assessed prior to and following program completion with subsequent assessments at 6 and 12 months beyond participation. The majority of trainees were Black (62%), female (62%), and had obtained a PhD (90%). More than half (52%) were assistant professors and 57% had none or <1 year of research experience beyond postdoctoral training. However, 24% of trainees reported no postdoctoral research training. NRMN STAR trainees' self-efficacy significantly improved on all three domains exhibiting a 2.0-point mean change score on two domains (conceptualizing and design) and 3.7 point mean change score on the domain, funding a study. Findings suggest that NRMN's STAR provides impactful, confidence-building training for diverse, early stage investigators with little-to-no skills, experiences, or low self-efficacy in writing research grants.
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Affiliation(s)
- Roland J Thorpe
- Program for Research on Men's Health, Hopkins Center for Health Disparities Solutions, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD.,Hopkins Center for Health Disparities Solutions, Johns Hopkins Bloomberg School of Public Health, Baltimore, MD.,Department of Microbiology, Immunology and Genetics, University of North Texas Health Science Center, Fort Worth, TX
| | - Jamboor K Vishwanatha
- Department of Microbiology, Immunology and Genetics, University of North Texas Health Science Center, Fort Worth, TX.,Center for Diversity and International Programs, University of North Texas Health Science Center, Fort Worth, TX
| | - Eileen M Harwood
- Division of Epidemiology and Community Health, University of Minnesota School of Public Health, Minneapolis, MN
| | - Edward L Krug
- Department of Regenerative Medicine and Cell Biology, Medical University of South Carolina, Charleston, SC
| | - Thad Unold
- Department of Medicine, Division of General Internal Medicine, University of Minnesota Medical School, Minneapolis, MN
| | - Kristin Eide Boman
- Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, UT
| | - Harlan P Jones
- Department of Microbiology, Immunology and Genetics, University of North Texas Health Science Center, Fort Worth, TX.,Center for Diversity and International Programs, University of North Texas Health Science Center, Fort Worth, TX
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7
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Lambert WM, Wells MT, Cipriano MF, Sneva JN, Morris JA, Golightly LM. Career choices of underrepresented and female postdocs in the biomedical sciences. eLife 2020; 9:48774. [PMID: 31898935 PMCID: PMC6977964 DOI: 10.7554/elife.48774] [Citation(s) in RCA: 35] [Impact Index Per Article: 8.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/28/2019] [Accepted: 01/02/2020] [Indexed: 12/01/2022] Open
Abstract
The lack of diversity among faculty at universities and medical schools in the United States is a matter of growing concern. However, the factors that influence the career choices of underrepresented minority and female postdoctoral researchers have received relatively little attention. Here we report the results of a survey of 1284 postdocs working in the biomedical sciences in the US. Our findings highlight possible reasons why some underrepresented minority and female postdocs choose not to pursue careers in academic research, and suggest interventions that could be taken in the early stages of postdoctoral training to prevent this attrition of underrepresented groups.
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Affiliation(s)
- W Marcus Lambert
- Department of Medicine, Weill Cornell Medicine, New York, United States.,Weill Cornell Graduate School of Medical Sciences, Weill Cornell Medicine, New York, United States
| | - Martin T Wells
- Department of Statistics and Data Science, Cornell University, Ithaca, United States
| | - Matthew F Cipriano
- Weill Cornell Graduate School of Medical Sciences, Weill Cornell Medicine, New York, United States
| | - Jacob N Sneva
- Weill Cornell Graduate School of Medical Sciences, Weill Cornell Medicine, New York, United States
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8
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Harwood EM, Jones AR, Erickson D, Buchwald D, Johnson-Hemming J, Jones HP, Manson S, McGee R, Smith A, Steer CJ, Vishwanatha JK, Weber-Main AM, Okuyemi KS. Early career biomedical grantsmanship self-efficacy: validation of an abbreviated self-assessment tool. Ann N Y Acad Sci 2018; 1445:17-26. [PMID: 30515830 PMCID: PMC6551308 DOI: 10.1111/nyas.13995] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2018] [Revised: 11/09/2018] [Accepted: 11/21/2018] [Indexed: 10/27/2022]
Abstract
A hallmark of success for early career biomedical researchers is the acquisition of research funding. There are marked disparities among principal investigators who submit grants and the likelihood of receiving national funding. The National Research Mentoring Network was funded by the National Institutes of Health to diversify the biomedical research workforce and included grantsmanship training for early career researchers. Self-efficacy in developing research grant applications is significantly improved over time with training and experience. We created a 19-item self-efficacy assessment inventory. Our aims were to confirm the internal consistency of a three-factor solution for grantsmanship confidence and to test the likelihood that self-efficacy influences grant proposal submission timing. We gathered data from 190 diverse biomedical trainees who completed NRMN grantsmanship training between August 2015 and June 2017. Findings revealed high internal consistency for items in each of three factors. There was a statistically significant association between self-efficacy mean scores and grant submission timing predicting that, for every one-point increase in the mean score, the odds of submitting a grant 6 months post-training increased by 69%. An abbreviated inventory of grantsmanship skills self-efficacy is a promising tool for monitoring changes over time in early career researchers and for promoting tailored grantsmanship interventions.
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Affiliation(s)
- Eileen M Harwood
- Division of Epidemiology and Community Health, University of Minnesota Twin Cities, Minneapolis, Minnesota
| | - Amy R Jones
- Dakota County Public Health Department, West St. Paul, Minnesota
| | - Darin Erickson
- Division of Epidemiology and Community Health, University of Minnesota Twin Cities, Minneapolis, Minnesota
| | - Dedra Buchwald
- The Elson S. Floyd College of Medicine, Washington State University, Spokane, Washington
| | | | - Harlan P Jones
- Health Science Center, University of North Texas, Fort Worth, Texas
| | - Spero Manson
- Public Health and Psychiatry, University of Colorado - Anschutz Medical Campus, Aurora, Colorado
| | - Richard McGee
- Department of Pharmacology, Feinberg School of Medicine, Northwestern University, Chicago, Illinois
| | - Ann Smith
- Minority Health and Health Disparities Research Center, University of South Alabama Medical Center, Mobile, Alabama
| | - Clifford J Steer
- Department of Medicine, University of Minnesota Medical School, Minneapolis, Minnesota
| | - Jamboor K Vishwanatha
- Department of Microbiology, Immunology and Genetics, University of North Texas, Fort Worth, Texas
| | - Anne M Weber-Main
- Division of General Internal Medicine, Department of Medicine, University of Minnesota, Minneapolis, Minnesota
| | - Kolawole S Okuyemi
- Department of Family and Preventative Medicine, University of Utah, Salt Lake City, Utah
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9
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Daniels J, Nduati R, Farquhar C. Right from primary school, I liked science: understanding health research capacity building in sub-Saharan Africa through Kenyan training experiences. Glob Health Promot 2018; 21:32-42. [PMID: 24557949 DOI: 10.1177/1757975913515531] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Defining research career paths that enable Africans to address local and global health issues is essential for population health. This study was conducted to better understand how international health training programs contribute to human resource capacity building in health research. Research career motivations, decision-making and experiences were explored among a small group of Kenyan HIV/AIDS researchers who had completed an international training program. We found that intersecting social dynamics within specific geographic spaces influenced individual training decision-making and motivated research career decisions over time. The concept that 'geo-social motivation' is an important determinant of success for an African considering a research career developed from this study, and may be used to tailor future health research human resource capacity-building programs.
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Affiliation(s)
- Joseph Daniels
- 1. Department of Global Health, University of Washington, USA
| | - Ruth Nduati
- 2. Department of Pediatrics, University of Nairobi, Kenya
| | - Carey Farquhar
- 3. Departments of Allergy and Infectious Diseases, Epidemiology and Global Health, University of Washington, USA
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10
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Tiyuri A, Saberi B, Miri M, Shahrestanaki E, Bayat BB, Salehiniya H. Research self-efficacy and its relationship with academic performance in postgraduate students of Tehran University of Medical Sciences in 2016. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2018; 7:11. [PMID: 29417071 PMCID: PMC5791442 DOI: 10.4103/jehp.jehp_43_17] [Citation(s) in RCA: 13] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/25/2017] [Accepted: 06/18/2017] [Indexed: 06/04/2023]
Abstract
BACKGROUND Research self-efficacy is one of the main factors influencing the successful conduction of research and following it in students. This study was performed with the aim of determining the research self-efficacy and its relationship with academic performance in postgraduate students of Tehran University of Medical Sciences (TUMS) in 2016. MATERIALS AND METHODS This cross-sectional study was performed on 320 postgraduate students of TUMS in 2016. Proportional stratified sampling was done with simple random sampling from each school. The data were gathered with Phillips and Russell's research self-efficacy questionnaire, demographic questions, and grade point average (GPA) and were analyzed with independent t-tests, ANOVA, Pearson's correlation, and multiple linear regressions in SPSS 18. RESULTS Out of 320 students participating in this study, 152 patients (47.5%) were male and 168 (52.5%) were female with the mean age of 27.83 ± 4.3 years. The mean of research self-efficacy score was 186.18 ± 59.5 which was significant depended on college degrees and was significantly higher in doctorate students (P = 0.0001). However, no significant difference was seen in research self-efficacy score of students due to gender (P = 0.754) and school (P = 0.364). There was a significant direct relationship between students' GPA and research self-efficacy score (r = 0.393, P = 0.0001). CONCLUSIONS Results of this study showed that the research self-efficacy score of TUMS postgraduate students is at an acceptable level, except the quantitative and computer skills that need appropriate educational interventions. As a direct and significant relationship existed between research self-efficacy score and student's academic performance, improving the research self-efficacy will also increase students' academic performance.
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Affiliation(s)
- Amir Tiyuri
- Students’ Scientific Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Behzad Saberi
- Students’ Scientific Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Mohammadreza Miri
- Social Determinants of Health Research Center, School of Public Health, Birjand University of Medical Sciences, Birjand, Iran
| | - Ehsan Shahrestanaki
- Students’ Scientific Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Beyram Bibi Bayat
- Students’ Scientific Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Hamid Salehiniya
- Students’ Scientific Research Center, Tehran University of Medical Sciences, Tehran, Iran
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11
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Epstein N, Fischer MR. Academic career intentions in the life sciences: Can research self-efficacy beliefs explain low numbers of aspiring physician and female scientists? PLoS One 2017; 12:e0184543. [PMID: 28910334 PMCID: PMC5598975 DOI: 10.1371/journal.pone.0184543] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/04/2016] [Accepted: 08/25/2017] [Indexed: 11/23/2022] Open
Abstract
A lack of physician scientists as well as a high female dropout rate from academic medicine and basic life sciences is a concern in many countries. The current study analyzes academic career intentions within a sample of recent doctoral graduates from medicine and basic life sciences (N = 1109), focusing on research self-efficacy beliefs as explanatory variable of gender and disciplinary differences. To ensure that differences in research self-efficacy could not be attributed solely to objective scientific performance, we controlled for number of publications and dissertation grade. The results of multivariate analyses pointed to a strong and significant association between research self-efficacy and academic career intentions (ß = 0.49, p<0.001). The lower academic career intentions of medical doctoral graduates were no longer significant when controlling for research self-efficacy. Within the field of medicine, female doctoral graduates expressed lower research self-efficacy beliefs and academic career intentions. When controlling for research self-efficacy, the correlation between gender and academic career intention was no longer significant. In contrast, no gender differences were found within the basic life sciences with respect to neither academic career intentions nor research self-efficacy.
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Affiliation(s)
- Nurith Epstein
- Institut für Didaktik und Ausbildungsforschung in der Medizin, Klinikum der Universität München, Munich, Germany
- * E-mail:
| | - Martin R. Fischer
- Institut für Didaktik und Ausbildungsforschung in der Medizin, Klinikum der Universität München, Munich, Germany
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12
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Tai RH, Kong X, Mitchell CE, Dabney KP, Read DM, Jeffe DB, Andriole DA, Wathington HD. Examining Summer Laboratory Research Apprenticeships for High School Students as a Factor in Entry to MD/PhD Programs at Matriculation. CBE LIFE SCIENCES EDUCATION 2017; 16:16/2/ar37. [PMID: 28572179 PMCID: PMC5459255 DOI: 10.1187/cbe.15-07-0161] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/31/2015] [Revised: 12/19/2016] [Accepted: 01/05/2017] [Indexed: 05/15/2023]
Abstract
Do summer laboratory research apprenticeships during high school have an impact on entry into MD/PhD programs? Apart from the nearly decade-long span of time between high school and matriculation into an MD/PhD program, young people have many life-shaping experiences that presumably impact their education and career trajectories. This quantitative study (n = 236,432) examines the connection between early laboratory research apprenticeship experiences at the high school level and matriculation into one of the more rigorous educational programs for scientific research training. The span of time covered by this analysis reaches across more than a decade, examining the potential importance of research experiences during the precollege years in the educational trajectory of young people. Intertwined with this question on research experiences is a second major concern regarding diversity in the life sciences research corps. Diversity in this wide-ranging discipline refers specifically to the underrepresentation of Blacks/African Americans, Hispanics/Latino/as, and American Indians/Alaska Natives among the ranks of research scientists. Thus, this study includes analyses that specifically focus on research apprenticeships of Blacks/African Americans and Hispanics/Latino/as and their entrance into MD/PhD programs.
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Affiliation(s)
- Robert H Tai
- Curry School of Education, University of Virginia, Charlottesville, VA 22904
| | - Xiaoqing Kong
- Curry School of Education, University of Virginia, Charlottesville, VA 22904
| | - Claire E Mitchell
- Curry School of Education, University of Virginia, Charlottesville, VA 22904
| | - Katherine P Dabney
- School of Education, Virginia Commonwealth University, Richmond, VA 23284
| | - Daniel M Read
- Curry School of Education, University of Virginia, Charlottesville, VA 22904
| | - Donna B Jeffe
- School of Medicine, Washington University, St. Louis, MO 63110
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13
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Pfund C, Byars-Winston A, Branchaw J, Hurtado S, Eagan K. Defining Attributes and Metrics of Effective Research Mentoring Relationships. AIDS Behav 2016; 20 Suppl 2:238-48. [PMID: 27062425 DOI: 10.1007/s10461-016-1384-z] [Citation(s) in RCA: 99] [Impact Index Per Article: 12.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Despite evidence of mentoring's importance in training researchers, studies to date have not yet determined which mentoring relationships have the most impact and what specific factors in those mentoring relationships contribute to key outcomes, such as the commitment to and persistence in research career paths for emerging researchers from diverse populations. Efforts to broaden participation and persistence in biomedical research careers require an understanding of why and how mentoring relationships work and their impact, not only to research training but also to promoting career advancement. This paper proposes core attributes of effective mentoring relationships, as supported by the literature and suggested by theoretical models of academic persistence. In addition, both existing and developing metrics for measuring the effectiveness of these attributes within mentoring relationships across diverse groups are presented, as well as preliminary data on these metrics from the authors' work.
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Affiliation(s)
- Christine Pfund
- Mentor Training Core, National Research Mentoring Network, University of Wisconsin-Madison, Madison, WI, USA.
- Institute for Clinical and Translational Research, Department of Medicine, School of Medicine and Public Health, University of Wisconsin-Madison, Madison, WI, USA.
- Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI, USA.
| | - Angela Byars-Winston
- Department of Medicine, School of Medicine and Public Health, University of Wisconsin-Madison, Madison, WI, USA
- Center for Women's Health Research, University of Wisconsin-Madison, Madison, WI, USA
| | - Janet Branchaw
- Mentor Training Core, National Research Mentoring Network, University of Wisconsin-Madison, Madison, WI, USA
- Department of Kinesiology, University of Wisconsin-Madison, Madison, WI, USA
- Wisconsin Institute for Science Education and Community Engagement (WISCIENCE), University of Wisconsin-Madison, Madison, WI, USA
| | - Sylvia Hurtado
- Graduate School of Education and Information Studies, University of California-Los Angeles, Los Angeles, CA, USA
| | - Kevin Eagan
- Graduate School of Education and Information Studies, University of California-Los Angeles, Los Angeles, CA, USA
- Cooperative Institutional Research Program, University of California- Los Angeles, Los Angeles, CA, USA
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15
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Bierer SB, Prayson RA, Dannefer EF. Association of research self-efficacy with medical student career interests, specialization, and scholarship: a case study. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2015; 20:339-54. [PMID: 25037264 DOI: 10.1007/s10459-014-9531-7] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/24/2013] [Accepted: 06/30/2014] [Indexed: 05/14/2023]
Abstract
This study used variables proposed in social cognitive career theory (SCCT) to focus the evaluation of a research curriculum at the Cleveland Clinic Lerner College of Medicine of Case Western Reserve University (CCLCM). Eight cohorts of CCLCM medical students completed a web-based version of the six-scale Clinical Research Appraisal Inventory-Short Form (CRAI-SF) items at matriculation (n = 128) or graduation (n = 111) during 2009-2013. Parametric statistics were used to compare CRAI-SF scales to domains proposed in SCCT: trainees' characteristics (gender, training level, advanced degree), career interests, career intentions (medical specialty), and performance (peer-reviewed publications and required thesis topic). A number of lessons emerged in using theory to frame the evaluation of a complex educational program. Graduates rated their research self-efficacy significantly higher on all six CRAI-SF scales with large effect sizes (>.90) on five scales (Conceptualizing a Study, Study Design and Analysis, Responsible Research Conduct, Collaborating with Others, and Reporting a Study). Women and men did not have significantly different scores on CRAI-SF scales (p > .05), suggesting that the research program provides adequate supports for women students. Most thesis projects addressed clinical (36.9 %, n = 41) or translational (34.2 %, n = 38) research topics. The CRAI-SF discriminated between medical school matriculates and graduates, suggesting that research self-efficacy increases with mastery experiences. No significant relationships occurred between CRAI-SF scores and graduates' thesis topics or chosen clinical specialty. Correlations demonstrated significant relationships between graduates' perceptions of research self-efficacy and their interest in clinical research careers.
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Affiliation(s)
- S Beth Bierer
- Cleveland Clinic Lerner College of Medicine of Case Western Reserve University, Cleveland Clinic, 9500 Euclid Avenue NA25, Cleveland, OH, 44195, USA,
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Godin EA, Wormington SV, Perez T, Barger MM, Snyder KE, Richman LS, Schwartz-Bloom R, Linnenbrink-Garcia L. A Pharmacology-Based Enrichment Program for Undergraduates Promotes Interest in Science. CBE LIFE SCIENCES EDUCATION 2015; 14:ar40. [PMID: 26538389 PMCID: PMC4710401 DOI: 10.1187/cbe.15-02-0043] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/28/2015] [Revised: 08/08/2015] [Accepted: 08/08/2015] [Indexed: 05/24/2023]
Abstract
There is a strong need to increase the number of undergraduate students who pursue careers in science to provide the "fuel" that will power a science and technology-driven U.S. economy. Prior research suggests that both evidence-based teaching methods and early undergraduate research experiences may help to increase retention rates in the sciences. In this study, we examined the effect of a program that included 1) a Summer enrichment 2-wk minicourse and 2) an authentic Fall research course, both of which were designed specifically to support students' science motivation. Undergraduates who participated in the pharmacology-based enrichment program significantly improved their knowledge of basic biology and chemistry concepts; reported high levels of science motivation; and were likely to major in a biological, chemical, or biomedical field. Additionally, program participants who decided to major in biology or chemistry were significantly more likely to choose a pharmacology concentration than those majoring in biology or chemistry who did not participate in the enrichment program. Thus, by supporting students' science motivation, we can increase the number of students who are interested in science and science careers.
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Affiliation(s)
- Elizabeth A Godin
- *Pharmacology & Cancer Biology, Duke University Medical Center, Durham, NC 27710
| | - Stephanie V Wormington
- Department of Counseling, Educational Psychology, & Special Education, Michigan State University, East Lansing, MI 48824
| | - Tony Perez
- Educational Foundations & Leadership, Old Dominion University, Norfolk, VA 23529
| | - Michael M Barger
- Department of Psychology & Neuroscience, Duke University, Durham, NC 27708
| | - Kate E Snyder
- Educational Psychology, Measurement & Evaluation, University of Louisville, Louisville, KY 40292
| | | | | | - Lisa Linnenbrink-Garcia
- Department of Counseling, Educational Psychology, & Special Education, Michigan State University, East Lansing, MI 48824
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Cameron C, Lee HY, Anderson C, Byars-Winston A, Baldwin CD, Chang S. The Role of Scientific Communication Skills in Trainees' Intention to Pursue Biomedical Research Careers: A Social Cognitive Analysis. CBE LIFE SCIENCES EDUCATION 2015; 14:ar46. [PMID: 26628562 PMCID: PMC4710407 DOI: 10.1187/cbe.14-09-0152] [Citation(s) in RCA: 8] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/09/2023]
Abstract
Scientific communication (SciComm) skills are indispensable for success in biomedical research, but many trainees may not have fully considered the necessity of regular writing and speaking for research career progression. Our purpose was to investigate the relationship between SciComm skill acquisition and research trainees' intentions to remain in research careers. We used social cognitive career theory (SCCT) to test a model of the relationship of SciComm skills to SciComm-related cognitive variables in explaining career intentions. A sample of 510 graduate students and postdoctoral fellows at major academic health science centers in the Texas Medical Center, Houston, Texas, were surveyed online. Results suggested that interest in performing SciComm tasks, SciComm outcome expectations (SCOEs), and SciComm productivity predicted intention to remain in a research career, while SciComm self-efficacy did not directly predict career intention. SCOEs also predicted interest in performing SciComm tasks. As in other SCCT studies, SciComm self-efficacy predicted SCOEs. We conclude that social cognitive factors of SciComm skill acquisition and SciComm productivity significantly predict biomedical trainees' intentions to pursue research careers whether within or outside academia. While further studies are needed, these findings may lead to evidence-based interventions to help trainees remain in their chosen career paths.
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Affiliation(s)
- Carrie Cameron
- *Department of Epidemiology, The University of Texas MD Anderson Cancer Center, Houston, TX 77030-3721
| | - Hwa Young Lee
- *Department of Epidemiology, The University of Texas MD Anderson Cancer Center, Houston, TX 77030-3721
| | - Cheryl Anderson
- *Department of Epidemiology, The University of Texas MD Anderson Cancer Center, Houston, TX 77030-3721
| | - Angela Byars-Winston
- Department of General Internal Medicine, University of Wisconsin School of Medicine and Public Health, Madison, WI 53726
| | - Constance D Baldwin
- Department of Pediatrics, University of Rochester Medical Center, Rochester, NY 14642
| | - Shine Chang
- *Department of Epidemiology, The University of Texas MD Anderson Cancer Center, Houston, TX 77030-3721
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Robinson GFWB, Switzer GE, Cohen ED, Primack BA, Kapoor WN, Seltzer DL, Bakken LL, Rubio DM. A shortened version of the Clinical Research Appraisal Inventory: CRAI-12. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2013; 88:1340-1345. [PMID: 23886999 PMCID: PMC3758379 DOI: 10.1097/acm.0b013e31829e75e5] [Citation(s) in RCA: 25] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
PURPOSE The original Clinical Research Appraisal Inventory (CRAI), which assesses the self-confidence of trainees in performing different aspects of clinical research, comprises 92 items. Completing the lengthy CRAI is time-consuming and represents a considerable burden to respondents, yet the CRAI provides useful data for evaluating research training programs. The purpose of this study is to develop a shortened version of the CRAI and to test its validity and reliability. METHOD Trainees in clinical research degree and career development programs at the University of Pittsburgh's Institute for Clinical Research Education completed the 92-item CRAI between 2007 and 2012, inclusive. The authors conducted, first, exploratory factor analysis on a training dataset (2007-2010) to reduce the number of items and, then, confirmatory factor analyses on a testing dataset (2011-2012) to test the psychometric properties of the shortened version. RESULTS Of 546 trainees, 394 (72%) provided study data. Exploratory factor analysis revealed six distinct factors, and confirmatory factor analysis identified the two items with the highest loadings per factor, for a total of 12 items. Cronbach alpha for the six new factors ranged from 0.80 to 0.94. Factors in the 12-item CRAI were strongly and significantly associated with factors in the 92-item CRAI; correlations ranged from 0.82 to 0.96 (P < .001 for each). CONCLUSIONS The 12-item CRAI is faster and less burdensome to complete but retains the strong psychometric properties of the original CRAI.
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Affiliation(s)
- Georgeanna F W B Robinson
- Institute for Clinical Research Education, School of Medicine, University of Pittsburgh, Pittsburgh, PA 15213, USA.
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Burgess DJ, Joseph A, van Ryn M, Carnes M. Does stereotype threat affect women in academic medicine? ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2012; 87:506-12. [PMID: 22361794 PMCID: PMC3315611 DOI: 10.1097/acm.0b013e318248f718] [Citation(s) in RCA: 109] [Impact Index Per Article: 9.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/19/2023]
Abstract
Multiple complex factors contribute to the slow pace of women's advancement into leadership positions in academic medicine. In this article, the authors propose that stereotype threat--under which individuals who are members of a group characterized by negative stereotypes in a particular domain perform below their actual abilities in that domain when group membership is emphasized--may play an important role in the underrepresentation of women in leadership positions in academic medicine. Research to objectively assess the impact of stereotype threat for women in academic medicine is feasible and necessary to confirm this hypothesis. Still, a number of conditions present in the academic medicine community today have been shown to trigger stereotype threat in other settings, and stereotype threat fits with existing research on gender in academic medicine. In the meantime, academic health centers should implement relatively simple measures supported by experimental evidence from other settings to reduce the risk of stereotype threat, including (1) introducing the concept of stereotype threat to the academic medicine community, (2) engaging all stakeholders, male and female, to promote identity safety by enacting and making faculty aware of policies to monitor potential instances of discrimination, and training faculty to provide performance feedback that is free of gender bias, (3) counteracting the effects of sex segregation at academic health centers by increasing exposure to successful female leaders, (4) reducing gender stereotype priming by avoiding stereotypically male criteria for promotion, grants, and awards, and (5) building leadership efficacy among female physicians and scientists.
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Affiliation(s)
- Diana Jill Burgess
- Center for Chronic Disease Outcomes Research, Department of Veterans Affairs Medical Center, Minneapolis, Minnesota 55417, USA.
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Park KH, Kim TH, Chung WJ. Implementation of the medical research curriculum in graduate medical school. KOREAN JOURNAL OF MEDICAL EDUCATION 2011; 23:103-110. [PMID: 25812558 PMCID: PMC8814498 DOI: 10.3946/kjme.2011.23.2.103] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/15/2010] [Revised: 01/24/2011] [Accepted: 04/07/2011] [Indexed: 06/04/2023]
Abstract
PURPOSE The purpose of this study was to analyze the effect of the medical research curriculum on the students' satisfaction and the research self-efficacy. METHODS The curriculum was implemented to 79 graduate medical school students who entered in 2007 and 2008. This curriculum is implemented through 3 years consisting of 5 different sub-courses: Research design, Research ethics, Medical statistics, Writing medical paper, and Presentation. The effect of this program was measured with 2 self-administered surveys to students: the course satisfaction survey and the self-efficacy inventories. The Research Self-Efficacy Scale consisted of 18 items from 4 categories: Research design, Research ethics, Data analysis, and Result presentation. The descriptive statistics, paired t-test, and analysis of covariance (ANCOVA) were implemented. RESULTS The average point of satisfaction of the course was 2.74 out of 4, which told us that students generally satisfied with the course. The frequencies of tutoring for research course were 2 or 3 times on average and each session of tutorial lasted 1.5 to 2 hours. The research self-efficacy in three categories (Research design, Research ethics, and Result presentation) increased significantly (p<0.1). The self-efficacy of the male students was higher than females' one. The self-efficacy was not significantly different by the experience of research paper writing at undergraduate level. CONCLUSION The curriculum showed positive results in cultivating research self-efficacy of students. There is a need for improvement of the class of Statistical analysis as students reported that it was difficult.
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Affiliation(s)
| | | | - Wook-Jin Chung
- Corresponding Author: Wook-Jin Chung Department of Internal Medicine, Gachon University of Medicine and Science School of Medicine, 1196-6 Guwol-dong, Namdong-gu, Incheon 405-835, Korea Tel: +82.70.7120.7931 Fax: +82.32.464.4004
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Byars-Winston A, Gutierrez B, Topp S, Carnes M. Integrating theory and practice to increase scientific workforce diversity: a framework for career development in graduate research training. CBE LIFE SCIENCES EDUCATION 2011; 10:357-67. [PMID: 22135370 PMCID: PMC3228654 DOI: 10.1187/cbe.10-12-0145] [Citation(s) in RCA: 49] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/03/2010] [Revised: 08/15/2011] [Accepted: 08/15/2011] [Indexed: 05/24/2023]
Abstract
Few, if any, educational interventions intended to increase underrepresented minority (URM) graduate students in biological and behavioral sciences are informed by theory and research on career persistence. Training and Education to Advance Minority Scholars in Science (TEAM-Science) is a program funded by the National Institute of General Medical Sciences at the University of Wisconsin-Madison with the twin goals of increasing the number of URM students entering and completing a PhD in BBS and increasing the number of these students who pursue academic careers. A framework for career development in graduate research training is proposed using social cognitive career theory. Based on this framework, TEAM-Science has five core components: 1) mentor training for the research advisor, 2) eight consensus-derived fundamental competencies required for a successful academic career, 3) career coaching by a senior faculty member, 4) an individualized career development plan that aligns students' activities with the eight fundamental competencies, and 5) a strengths, weaknesses, opportunities, and threats personal career analysis. This paper describes the theoretical framework used to guide development of these components, the research and evaluation plan, and early experience implementing the program. We discuss the potential of this framework to increase desired career outcomes for URM graduate trainees in mentored research programs and, thereby, strengthen the effectiveness of such interventions on participants' career behaviors.
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