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Yen JW, Horner-Devine MC, Carll E, Talney R, Mizumori SJY. Thriving in neuroscience careers: Three lessons from 12+ years of the BRAINS Program. Neuron 2024; 112:1736-1740. [PMID: 38772373 DOI: 10.1016/j.neuron.2024.04.032] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2024] [Revised: 04/15/2024] [Accepted: 04/26/2024] [Indexed: 05/23/2024]
Abstract
The NINDS-funded BRAINS Program for neuroscientists from underrepresented and marginalized groups has positively impacted its participants and the field. We discuss three lessons to advance excellence and diversity: center relationships, provide ongoing engagement, and leverage programmatic expertise.
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Affiliation(s)
- Joyce W Yen
- UW ADVANCE Center for Institutional Change, University of Washington, Seattle, WA 98195, USA.
| | - M Claire Horner-Devine
- Counterspace Consulting LLC, Seattle, WA 98103, USA; Psychology Department, University of Washington, Seattle, WA 98195, USA
| | - Erin Carll
- Center for Evaluation & Research for STEM Equity (CERSE), Department of Sociology, University of Washington, Seattle, WA 98195, USA
| | - Rachel Talney
- College of Engineering, University of Washington, Seattle, WA 98195, USA
| | - Sheri J Y Mizumori
- Psychology Department and Program in Neuroscience, University of Washington, Seattle, WA 98195, USA
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Zuckerman AL, Lo SM, Juavinett AL. Mentorship for Transfer Student Success in STEM Research: Mentor Approaches and Reflections. CBE LIFE SCIENCES EDUCATION 2024; 23:ar27. [PMID: 38805587 PMCID: PMC11235116 DOI: 10.1187/cbe.23-08-0156] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/30/2024]
Abstract
Mentorship has been widely recognized as an effective means to promote student learning and engagement in undergraduate research experiences. However, little work exists for understanding different mentors' perceived approaches to mentorship, including mentorship of students from backgrounds and educational trajectories not well represented in science, technology, engineering, and mathematics (STEM). Transfer students, in particular, face unique trajectories in their pursuit of research opportunities, yet few studies investigate how mentors describe their approaches to supporting these students. Using semistructured interviews, this study examines how mentors approach mentoring students from diverse backgrounds as research trainees, with an emphasis on transfer students. First, using phenomenography as an analytical approach, we identified four categories describing variations in how mentors reflected upon or accounted for the transfer student identity in their approaches. We find that research mentors vary in their understanding and exposure to the transfer student identity and may have preconceived notions of the transfer student experience. Second, we present vignettes to illustrate how mentors' approaches to the transfer student identity may relate or diverge from their general approaches to mentoring students from different backgrounds and identities. The emerging findings have implications for developing effective mentorship strategies and training mentors to support transfer students.
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Affiliation(s)
- Austin L Zuckerman
- Joint Doctoral Program in Mathematics and Science Education, San Diego State University, San Diego, CA 92120
- Joint Doctoral Program in Mathematics and Science Education, University of California San Diego, San Diego, CA 92093
| | - Stanley M Lo
- Department of Cell and Developmental Biology, Joint Doctoral Program in Mathematics and Science Education, and Research Ethics Program, University of California San Diego, La Jolla, CA 92093
| | - Ashley L Juavinett
- Department of Neurobiology and Joint Doctoral Program in Mathematics and Science Education, University of California San Diego, San Diego, CA 92093
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3
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Echegoyen LE, Aguilera R, Adeyina T, Reyes C, Corral G, Wagler AE. Retention and Graduation of STEM Students at a Majority Hispanic Serving Institution: Effect of Participation in a Freshman Course-based Undergraduate Research Experiences Sequence. THE CHRONICLE OF MENTORING & COACHING 2024; 8:103-115. [PMID: 39119331 PMCID: PMC11308974 DOI: 10.62935/oz5265] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/10/2024]
Abstract
Research training is an important intervention for preparing undergraduate students to pursue further studies and develop research skills. Furthermore, there is mounting evidence indicating that mentored research impacts student success metrics. At the University of Texas at El Paso, a Freshman Year Research Intensive Sequence (FYRIS) was developed to prepare first-year students for research experiences. The FYRIS courses combine research foundations and research-intensive courses. In this manuscript, we present findings demonstrating the impact of FYRIS and subsequent mentored research experiences on 4-year retention and graduation. Results suggest that participation in FYRIS and independent mentored research has a large positive impact on 4-year retention and graduation, while other historical socioeconomic variables have minimal to no impact.
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Ren M, Choi D, Chan C, Rana S, Najeeb U, Norris M, Singh S, Burns KEA, Straus SE, Hawker G, Yu C. Optimizing a mentorship program from the perspective of academic medicine leadership - a qualitative study. BMC MEDICAL EDUCATION 2024; 24:530. [PMID: 38741089 DOI: 10.1186/s12909-024-05463-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/25/2024] [Accepted: 04/24/2024] [Indexed: 05/16/2024]
Abstract
BACKGROUND Effective mentorship is an important contributor to academic success. Given the critical role of leadership in fostering mentorship, this study sought to explore the perspectives of departmental leadership regarding 1) current departmental mentorship processes; and 2) crucial components of a mentorship program that would enhance the effectiveness of mentorship. METHODS Department Division Directors (DDDs), Vice-Chairs, and Mentorship Facilitators from the Department of Medicine at the University of Toronto Temerty Faculty of Medicine were interviewed between April and December 2021 using a semi-structured guide. Interviews were audio-recorded and transcribed verbatim, then coded. Analysis occurred in 2 steps: 1) codes were organized to identify emergent themes; then 2) the Social Ecological Model (SEM) was applied to interpret the findings. RESULTS Nineteen interviews (14 DDDs, 3 Vice-Chairs, and 2 Mentorship Facilitator) were completed. Analysis revealed three themes: (1) a culture of mentorship permeated the department as evidenced by rigorous mentorship processes, divisional mentorship innovations, and faculty that were keen to mentor; (2) barriers to the establishment of effective mentoring relationships existed at 3 levels: departmental, interpersonal (mentee-mentor relationships), and mentee; and (3) strengthening the culture of mentorship could entail scaling up pre-existing mentorship processes and promoting faculty engagement. Application of SEM highlighted critical program features and determined that two components of interventions (creating tools to measure mentorship outcomes and systems for mentor recognition) were potential enablers of success. CONCLUSIONS Establishing 'mentorship outcome measures' can incentivize and maintain relationships. By tangibly delineating departmental expectations for mentorship and creating systems that recognize mentors, these measures can contribute to a culture of mentorship.
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Affiliation(s)
- Michael Ren
- Unity Health Toronto, St. Michael's Hospital, Toronto, Ontario, Canada
| | - Dorothy Choi
- Unity Health Toronto, St. Michael's Hospital, Toronto, Ontario, Canada
| | - Chloe Chan
- Royal College of Surgeons in Ireland, School of Medicine, Dublin, Ireland
| | - Simrit Rana
- Unity Health Toronto, St. Michael's Hospital, Toronto, Ontario, Canada
| | - Umberin Najeeb
- Department of Medicine, University of Toronto Temerty Faculty of Medicine, Toronto, Ontario, Canada
| | - Mireille Norris
- Department of Medicine, University of Toronto Temerty Faculty of Medicine, Toronto, Ontario, Canada
| | - Simron Singh
- Department of Medicine, University of Toronto Temerty Faculty of Medicine, Toronto, Ontario, Canada
| | - Karen E A Burns
- Department of Medicine, University of Toronto Temerty Faculty of Medicine, Toronto, Ontario, Canada
| | - Sharon E Straus
- Department of Medicine, University of Toronto Temerty Faculty of Medicine, Toronto, Ontario, Canada
| | - Gillian Hawker
- Department of Medicine, University of Toronto Temerty Faculty of Medicine, Toronto, Ontario, Canada
| | - Catherine Yu
- Department of Medicine, University of Toronto Temerty Faculty of Medicine, Toronto, Ontario, Canada.
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5
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Ullrich LE, Ogawa JR, Jones-London MD. A Retrospective Analysis of Career Outcomes in Neuroscience. eNeuro 2024; 11:ENEURO.0054-24.2024. [PMID: 38724268 PMCID: PMC11134307 DOI: 10.1523/eneuro.0054-24.2024] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2024] [Revised: 04/22/2024] [Accepted: 04/23/2024] [Indexed: 05/30/2024] Open
Abstract
What factors are associated with career outcomes among biomedical PhDs? Research to date has focused on drivers of interest in (and intention to pursue) various careers, especially during graduate school, but fewer studies have investigated participants' ultimate career outcomes. Even less is known about what factors matter for groups historically underrepresented in the US science, technology, engineering, and mathematics (STEM) workforce, such as women, some racial and ethnic groups, and persons with disabilities ( National Center for Science and Engineering Statistics (NCSES), 2021a). This study reports a new analysis of data from 781 PhD neuroscientists that were obtained from a retrospective survey ( Ullrich et al., 2021) to investigate the factors that influence the career sector in which neuroscience PhDs are employed and whether there were group differences according to social identity. We find evidence of academia as a "default path" for incoming PhD students, but interest in different careers increases over time. Those who remained in academia had greater acceptance of the structural aspects of academic careers, such as promotion and tenure processes, and greater faculty support during postdoctoral training. Conversely, prioritizing monetary compensation and/or varied work were associated with not being in academia, while a strong interest in research was positively associated with being in nonacademic research. Somewhat surprisingly, there were few interactions with gender, and no interactions with underrepresentation status, although perhaps this was due to lower statistical power for these analyses. Our findings also underscore the role of advisors, networking, and personal relationships in securing employment in STEM.
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Affiliation(s)
- Lauren E Ullrich
- Office of Programs to Enhance the Neuroscience Workforce, National Institute of Neurological Disorders and Stroke, National Institutes of Health, Bethesda, Maryland 20892
| | - John R Ogawa
- Office of Programs to Enhance the Neuroscience Workforce, National Institute of Neurological Disorders and Stroke, National Institutes of Health, Bethesda, Maryland 20892
| | - Michelle D Jones-London
- Office of Programs to Enhance the Neuroscience Workforce, National Institute of Neurological Disorders and Stroke, National Institutes of Health, Bethesda, Maryland 20892
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Gantt HS, Cain LK, Gibbons MM, Thomas CF, Wynn MK, Johnson BC, Hardin EE. "Knowing I Had Someone to Turn to Was a Great Feeling": Mentoring Rural-Appalachian STEM Students. Behav Sci (Basel) 2024; 14:75. [PMID: 38275358 PMCID: PMC10813378 DOI: 10.3390/bs14010075] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/11/2023] [Revised: 01/12/2024] [Accepted: 01/17/2024] [Indexed: 01/27/2024] Open
Abstract
Post-secondary students benefit from mentorships, which provide both emotional and academic support tailored to the unique challenges they face. STEM students, and, in particular, those with historically marginalized identities, have unique strengths and face distinct barriers that can be ameliorated by careful, knowledgeable, and well-situated mentoring relationships. With that in mind, we conducted a narrative case study with 10 rural-Appalachian STEM majors enrolled in an NSF-funded mentoring program, intending to collect stories of their impactful experiences with their mentors. We utilized the narrative reconstruction process, and, in so doing, identified five major themes related to the importance of mentor assignment and the impact of mentors' characteristics and skills related to empathy, consistency, active listening, and teaching. We situate our findings within the existing literature and provide implications for scholars and practitioners who work with mentoring programs dedicated to working with Appalachian communities.
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Affiliation(s)
- Henrietta S. Gantt
- Department of Educational and Psychological Studies, University of Tennessee, Knoxville, TN 37996, USA
| | - Leia K. Cain
- Department of Educational Leadership and Policy Studies, University of Tennessee, Knoxville, TN 37996, USA
| | - Melinda M. Gibbons
- Department of Educational and Psychological Studies, University of Tennessee, Knoxville, TN 37996, USA
| | - Cherish F. Thomas
- Department of Psychology, University of Tennessee, Knoxville, TN 37996, USA
| | - Mary K. Wynn
- Department of Educational and Psychological Studies, University of Tennessee, Knoxville, TN 37996, USA
| | - Betsy C. Johnson
- Department of Educational and Psychological Studies, University of Tennessee, Knoxville, TN 37996, USA
| | - Erin E. Hardin
- Department of Psychology, University of Tennessee, Knoxville, TN 37996, USA
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Schnoes AM, Green NH, Nguyen TA, Vale RD, Goodwin SS, Behrman SL. Bridging gaps in traditional research training with iBiology Courses. PLoS Biol 2024; 22:e3002458. [PMID: 38206957 PMCID: PMC10783748 DOI: 10.1371/journal.pbio.3002458] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/13/2024] Open
Abstract
iBiology Courses provide trainees with just-in-time learning resources to become effective researchers. These courses can help scientists build core research skills, plan their research projects and careers, and learn from scientists with diverse backgrounds.
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Affiliation(s)
| | - Noah H. Green
- Howard Hughes Medical Institute, Janelia Research Campus, Ashburn, Virginia, United States of America
| | - Thi A. Nguyen
- Science Communication Lab, Berkeley, California, United States of America
| | - Ronald D. Vale
- Howard Hughes Medical Institute, Janelia Research Campus, Ashburn, Virginia, United States of America
| | - Sarah S. Goodwin
- Science Communication Lab, Berkeley, California, United States of America
| | - Shannon L. Behrman
- Science Communication Lab, Berkeley, California, United States of America
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Brizuela V, Chebet JJ, Thorson A. Supporting early-career women researchers: lessons from a global mentorship programme. Glob Health Action 2023; 16:2162228. [PMID: 36705071 PMCID: PMC9888473 DOI: 10.1080/16549716.2022.2162228] [Citation(s) in RCA: 5] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/28/2023] Open
Abstract
Mentorship is an important contributor to strengthening research capacity among health researchers. Formal mentorship programmes, targeting women mentees can help mitigate some of the gendered power dynamics and can also help early career researchers learn from others' experiences of navigating these challenges. In 2020, the UNDP/UNFPA/UNICEF/WHO/World Bank Special Programme of Research, Development and Research Training in Human Reproduction at the World Health Organization launched a mentorship programme geared towards early career women researchers. This paper describes the process of designing and implementing a mentorship programme for early career women sexual and reproductive health and rights researchers from low- and middle-income countries including valuable lessons learned vis-à-vis existing evidence. Some of these findings have been incorporated into iterations of the programme launched in 2022. Critical points include: ensuring considerations for language and geographical distribution; allowing mentees to participate in the matching process; providing training and opportunities to network and learn from other participants; offering the support and structure for developing these relationships. Providing women researchers with the tools - through mentorship - to navigate the unique challenges they face in their career journeys, can have a lasting impact on research capacity. Countries and institutions committed to strengthening research capacity need to focus on the holistic growth and motivation of individuals in a way that ensures gender equality.
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Affiliation(s)
- Vanessa Brizuela
- UNDP/UNFPA/UNICEF/WHO/World Bank Special Programme of Research, Development and Research Training in Human Reproduction (HRP), Department of Sexual and Reproductive Health and Research, World Health Organization, Geneva, Switzerland,CONTACT Vanessa Brizuela UNDP/UNFPA/UNICEF/WHO/World Bank Special Programme of Research, Development and Research Training in Human Reproduction (HRP), Department of Sexual and Reproductive Health and Research, World Health Organization, Avenue Appia 20, Geneva1211, Switzerland
| | - Joy J. Chebet
- UNDP/UNFPA/UNICEF/WHO/World Bank Special Programme of Research, Development and Research Training in Human Reproduction (HRP), Department of Sexual and Reproductive Health and Research, World Health Organization, Geneva, Switzerland
| | - Anna Thorson
- UNDP/UNFPA/UNICEF/WHO/World Bank Special Programme of Research, Development and Research Training in Human Reproduction (HRP), Department of Sexual and Reproductive Health and Research, World Health Organization, Geneva, Switzerland
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Goldberg BB, Mbugi EV, Kyari F, Woods SE, Balandya E, Drane D, Reng R, Kakoko D. Training in the art and science of facilitation to scale research mentor training in low and middle income countries. FRONTIERS IN EDUCATION 2023; 8:1270480. [PMID: 38846335 PMCID: PMC11155035 DOI: 10.3389/feduc.2023.1270480] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/09/2024]
Abstract
Advancing biomedical research in low and middle income countries (LMICs) to expand the capacity for LMICs to integrate biomedical research into their health care systems and education has been the focus of many programs in global health over the past two decades. Central to the success of these programs is effective research mentoring, characterized by academic, career and psychosocial support through culturally appropriate practices. Research mentoring is a learned skill, developed through training, mutual discussions, practice and feedback. The majority of extant training programs are designed and delivered by US partners, so the next stage in building capacity is to train facilitators within the LMIC partner institutions to contextualize and advance mentoring specifically within their cultural and institutional norms by co-developing, delivering and evaluating semi-annual research mentoring training. To this end, we describe the development, delivery and outcome evaluation of a 5-week course in the art and skill of facilitation. Care was taken to explicitly distinguish between concepts of "teaching" and "facilitation," since "teaching" is closely connected to a transmission or banking model of education, which is characterized by "top-down," hierarchical relationship. The course discussed power and positionality, themes that resonate with partners in Nigeria and Tanzania. These themes provided unique entry into deeper conversations core to advancing mentoring practice away from the traditional dyadic power structure that remains from colonization. Evaluation findings indicate significant advances in awareness of differences between teaching and facilitating, increased confidence in facilitation skills, especially in the area of structured planning and organization, as well as improved communication and interpersonal skills. All respondents felt that students in Nigeria and Tanzania would respond well to the facilitation approach conveyed during the course and they found value in participating in the course as a cohort.
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Affiliation(s)
- Bennett B. Goldberg
- Department of Physics and Astronomy, Northwestern University, Evanston, IL, United States
| | - Erasto V. Mbugi
- Department of Biochemistry and Molecular Biology, School of Biomedical Sciences, College of Medicine, Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania
| | - Fatima Kyari
- Department of Ophthalmology, University of Abuja, Abuja, Nigeria
| | - Sara E. Woods
- Program Evaluation Core, Northwestern University, Evanston, IL, United States
| | - Emmanuel Balandya
- Department of Physiology, School of Biomedical Sciences, College of Medicine, Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania
| | - Denise Drane
- Program Evaluation Core, Northwestern University, Evanston, IL, United States
| | - Rifkatu Reng
- Department of Internal Medicine, University of Abuja, Abuja, Nigeria
| | - Deodatus Kakoko
- Department of Behavioural Sciences, School of Public Health and Social Sciences, Muhimbili University of Health and Allied Sciences, Dar es Salaam, Tanzania
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Sarabipour S, Niemi NM, Burgess SJ, Smith CT, Bisson Filho AW, Ibrahim A, Clark K. The faculty-to-faculty mentorship experience: a survey on challenges and recommendations for improvements. Proc Biol Sci 2023; 290:20230983. [PMID: 38087923 PMCID: PMC10716655 DOI: 10.1098/rspb.2023.0983] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/07/2023] [Accepted: 11/15/2023] [Indexed: 12/18/2023] Open
Abstract
Faculty at research institutions play a central role in advancing knowledge and careers, as well as promoting the well-being of students and colleagues in research environments. Mentorship from experienced peers has been touted as critical for enabling these myriad roles to allow faculty development, career progression, and satisfaction. However, there is little information available on who supports faculty and best ways to structure a faculty mentorship programme for early- and mid-career academics. In the interest of advocating for increased and enhanced faculty mentoring and mentoring programmes, we surveyed faculty around the world to gather data on whether and how they receive mentoring. We received responses from 457 early- and mid-career faculty and found that a substantial portion of respondents either reported having no mentor or a lack of a formal mentoring scheme. Qualitative responses on the quality of mentorship revealed that the most common complaints regarding mentorship included lack of mentor availability, unsatisfactory commitment to mentorship, and non-specific or non-actionable advice. On these suggestions, we identify a need for training for faculty mentors as well as strategies for individual mentors, departments, and institutions for funding and design of more intentional and supportive mentorship programmes for early- and mid-career faculty.
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Affiliation(s)
- Sarvenaz Sarabipour
- Institute for Computational Medicine and Department of Biomedical Engineering, Johns Hopkins University, Baltimore, MD, USA
| | - Natalie M. Niemi
- Department of Biochemistry and Molecular Biophysics, Washington University School of Medicine, Saint Louis, MO, USA
| | - Steven J. Burgess
- Carl R. Woese Institute for Genomic Biology and Department of Plant Biology, University of Illinois at Urbana-Champaign, Urbana, IL, USA
| | - Christopher T. Smith
- Office of Research and Innovation, Virginia Polytechnic Institute and State University, Blacksburg, VA, USA
| | | | - Ahmed Ibrahim
- Center for Teaching Excellence and Innovation, Johns Hopkins University, Baltimore, MD, USA
| | - Kelly Clark
- Center for Teaching Excellence and Innovation, Johns Hopkins University, Baltimore, MD, USA
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11
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van der Velden GJ, Meeuwsen JAL, Fox CM, Stolte C, Dilaver G. Peer-mentorship and first-year inclusion: building belonging in higher education. BMC MEDICAL EDUCATION 2023; 23:833. [PMID: 37936158 PMCID: PMC10629167 DOI: 10.1186/s12909-023-04805-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/16/2023] [Accepted: 10/25/2023] [Indexed: 11/09/2023]
Abstract
BACKGROUND An inclusive academic environment is pivotal to ensure student well-being and a strong sense of belonging and authenticity. Specific attention for an inclusive learning environment is particularly important during a student's transition to higher education. At Utrecht University's Medical School, explorative interviews with students from minority groups indicated they did not always feel included during the orientation programme of their academic education. We, therefore, developed a bias awareness training with theoretical and practical components on diversity and inclusion for peer-mentors who are assigned to each first-year student at the start of university. METHODS At the end of the orientation programme, we investigated the effectiveness of the training for two consecutive years using two measurements. Firstly, we investigated the behavioural changes in the peer-mentors through a (self-reporting) questionnaire. Additionally, we measured the perceived inclusion of the first-year students, divided into belonging and authenticity, using a validated questionnaire. RESULTS Our results show that peer-mentors found the training useful and indicated it enabled them to create an inclusive atmosphere. Overall, students experienced a high level of inclusion during the orientation programme. After the first year, the bias training was adjusted based on the evaluations. This had a positive effect, as mentors felt they were significantly more able to provide an inclusive orientation in the second year of this study. In line with this, students experienced an increased level of authenticity specifically due to the peer-mentor in the second year as compared to the first. CONCLUSIONS We conclude that training peer-mentors is an effective way to increase awareness and to ensure an inclusive atmosphere during the start of higher education.
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Affiliation(s)
- Gisela J van der Velden
- Education Center, University Medical Center Utrecht, Utrecht University, Heidelberglaan 100, HB 4.05, Utrecht, 3584 CX, The Netherlands.
| | - John A L Meeuwsen
- Education Center, University Medical Center Utrecht, Utrecht University, Heidelberglaan 100, HB 4.05, Utrecht, 3584 CX, The Netherlands
| | - Christine M Fox
- Education Center, University Medical Center Utrecht, Utrecht University, Heidelberglaan 100, HB 4.05, Utrecht, 3584 CX, The Netherlands
| | - Cecily Stolte
- Education Center, University Medical Center Utrecht, Utrecht University, Heidelberglaan 100, HB 4.05, Utrecht, 3584 CX, The Netherlands
| | - Gönül Dilaver
- Education Center, University Medical Center Utrecht, Utrecht University, Heidelberglaan 100, HB 4.05, Utrecht, 3584 CX, The Netherlands
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12
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Dunlap JJ, Brewer TL, Mainous RO. External Scholarship Mentors for DNP-Prepared Faculty: A Practice-Oriented Exemplar. Nurse Educ 2023; 48:240-246. [PMID: 37058416 PMCID: PMC10467804 DOI: 10.1097/nne.0000000000001409] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/08/2023] [Indexed: 04/15/2023]
Abstract
BACKGROUND Variability surrounding what practice scholarship should entail and how to incorporate into academic life exists among DNP-prepared faculty teaching across nursing programs. PROBLEM DNP-prepared faculty entering an academic role are expected to maintain a clinical practice, teach/advise students, and fulfill service obligations, often leaving minimal time to build a program of scholarship. APPROACH Building upon the archetype of external mentors for PhD researchers, we introduce a new model for external mentorship for DNP-prepared faculty to facilitate scholarship. OUTCOMES In the first dyad to use this model, the mentor-mentee met/exceeded all contractual goals, including presentations, manuscripts, leadership behaviors, and role navigation within higher education. More external dyads are currently in development. CONCLUSIONS Securing an external, seasoned mentor as a match for a junior member of the faculty in a yearlong partnership demonstrates promise for positive change in the scholarship trajectory of DNP-prepared faculty in higher education.
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Affiliation(s)
- Jayne Jennings Dunlap
- Assistant Clinical Professor (Dr Dunlap), Texas Woman's University, Houston; Family Nurse Practitioner (Dr Dunlap), Baylor Scott and White Healthcare, Brenham, Texas; DNP Program Chair and Clinical Professor (Dr Brewer), University of Tennessee, Knoxville; and Dean and Warwick Professor (Dr Mainous), University of Kentucky, Lexington
| | - Tracy L. Brewer
- Assistant Clinical Professor (Dr Dunlap), Texas Woman's University, Houston; Family Nurse Practitioner (Dr Dunlap), Baylor Scott and White Healthcare, Brenham, Texas; DNP Program Chair and Clinical Professor (Dr Brewer), University of Tennessee, Knoxville; and Dean and Warwick Professor (Dr Mainous), University of Kentucky, Lexington
| | - Rosalie O. Mainous
- Assistant Clinical Professor (Dr Dunlap), Texas Woman's University, Houston; Family Nurse Practitioner (Dr Dunlap), Baylor Scott and White Healthcare, Brenham, Texas; DNP Program Chair and Clinical Professor (Dr Brewer), University of Tennessee, Knoxville; and Dean and Warwick Professor (Dr Mainous), University of Kentucky, Lexington
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13
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Davis JS, Sakwe AM, Ramesh A, Lindsey ML, Woods L. How to be a GREAT mentor. ADVANCES IN PHYSIOLOGY EDUCATION 2023; 47:584-588. [PMID: 37345850 PMCID: PMC10393363 DOI: 10.1152/advan.00054.2023] [Citation(s) in RCA: 6] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/17/2023] [Revised: 05/26/2023] [Accepted: 06/19/2023] [Indexed: 06/23/2023]
Abstract
Formal training in how to mentor is not generally available to students, postdoctoral fellows, or junior faculty. We provide here a framework to develop as a mentor, using the GREAT model. This includes giving opportunities and opening doors; reaching out to help students identify their strengths and reach their goals; encouraging them by serving as a positive example; advising each mentee as an individual; and training them for independent thinking. In this personal view, we expand on each of these steps to illustrate how to develop a personalized mentoring style of your own. By combining these approaches, you as a mentor can work with your mentees to develop an effective and productive mentoring relationship.NEW & NOTEWORTHY We provide here a framework to develop as a mentor, using the GREAT model. This includes giving opportunities and opening doors; reaching out to help students identify their strengths and reach their goals; encouraging them by serving as a positive example; advising each mentee as an individual; and training them for independent thinking.
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Affiliation(s)
- Jamaine S Davis
- Department of Biochemistry, Cancer Biology, Neuroscience, and Pharmacology, Meharry Medical College, Nashville, Tennessee, United States
| | - Amos M Sakwe
- School of Graduate Studies, Meharry Medical College, Nashville, Tennessee, United States
| | - Aramandla Ramesh
- Department of Biochemistry, Cancer Biology, Neuroscience, and Pharmacology, Meharry Medical College, Nashville, Tennessee, United States
| | - Merry L Lindsey
- School of Graduate Studies, Meharry Medical College, Nashville, Tennessee, United States
- Research Service, Nashville Veterans Affairs Medical Center, Nashville, Tennessee, United States
| | - Letha Woods
- School of Graduate Studies, Meharry Medical College, Nashville, Tennessee, United States
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14
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Rose ES, Nzala SH, Goma FM, Gavarkavich D, Deepak A, Parker OJ, Chi BH, Reed K, Heimburger DC, Martin MH. Elevating Mentorship Competency for Sustained Impact via the University of Zambia Mentor Training Program. Am J Trop Med Hyg 2023; 109:489-494. [PMID: 37400065 PMCID: PMC10397461 DOI: 10.4269/ajtmh.22-0726] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/23/2022] [Accepted: 12/22/2022] [Indexed: 07/05/2023] Open
Abstract
The University of Zambia (UNZA) Mentor Training Program is conducted annually to strengthen the mentorship capacity of postgraduate programs for the health professions. This intensive five-session course trains faculty members in the mentorship of students. Established by senior UNZA leaders and US-based collaborators, this program was designed to address gaps in mentorship identified at the institutional level. Faculty facilitators developed the course curriculum and used a train-the-trainer model to ensure program sustainability. Participants were faculty members who mentor PhD and Master of Medicine students. To assess the program's impact, mentors and their mentees completed questionnaires on the mentor's mentoring competencies at the end of the course and 1 year later. Competency scores were compared longitudinally to quantify potential changes in mentoring behaviors. Mentors and mentees alike noted mentor growth in all competency domains from postcourse to 1 year later, providing evidence of a trend toward improvement in mentorship and that the program may have sustainable and positive effects on mentoring behaviors over time. Salient areas of growth corresponded to emphasized topics and discussions, including addressing diversity, aligning expectations, assessing capacities, motivating mentees, and fostering independence. These findings suggest that mentors internalized this content and transferred it to behavior change. The behavior changes may reveal a larger change in the institutional environment around the mentoring of students. The UNZA Mentor Training Program appears to have sustained impact after a year and should bode well for future benefits to students, faculty, and the institution.
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Affiliation(s)
- Elizabeth S. Rose
- Vanderbilt Institute for Global Health, Vanderbilt University Medical Center, Nashville, Tennessee
| | - Selestine H. Nzala
- Department of Medical Education Development, University of Zambia, Lusaka, Zambia
| | | | | | - Aditi Deepak
- Tennessee Department of Health, Nashville, Tennessee
| | | | - Benjamin H. Chi
- Department of Obstetrics and Gynecology, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
| | - Kristin Reed
- Institute for Global Health and Infectious Diseases, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
| | - Douglas C. Heimburger
- Vanderbilt Institute for Global Health, Vanderbilt University Medical Center, Nashville, Tennessee
- Department of Medical Education Development, University of Zambia, Lusaka, Zambia
| | - Marie H. Martin
- Vanderbilt Institute for Global Health, Vanderbilt University Medical Center, Nashville, Tennessee
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15
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Vu KP, Mendoza R, Chun CA, Dillon J, Kingsford L. The CSULB BUILD Scholars Program: A Research-Intensive Upper-Division Program to Broaden and Diversify the Behavioral and Biomedical Research Workforce. UI JOURNAL 2023; 14:https://www.understandinginterventionsjournal.org/article/87469-the-csulb-build-scholars-program-a-research-intensive-upper-division-program-to-broaden-and-diversify-the-behavioral-and-biomedical-research-workfor. [PMID: 39224136 PMCID: PMC11368045] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Subscribe] [Scholar Register] [Indexed: 09/04/2024]
Abstract
Engaging undergraduates in research is a high impact practice shown to increase underrepresented students' persistence in Science, Technology, Engineering, and Mathematics (STEM) fields and entry into research careers. The California State University Long Beach (CSULB) BUilding Infrastructure Leading to Diversity (BUILD) Scholars Program is a 2-year, upper-division research training program. Although similar research training programs exist, most admit relatively few students a year, primarily from the natural sciences. The BUILD award from the National Institutes of Health (NIH) allowed us to broaden research training to a wider range of health-related disciplines across four different colleges to have more even representation across the behavioral and biomedical science disciplines. Our Scholars Program builds upon best practices of programmatic mentoring, assets-based and cohort-based training, financial and educational support, and intensive research training by faculty in the students' disciplines. In this paper, we present the outcomes and evaluation of our training program with data from the first phase of the BUILD award (2015-2019). Findings demonstrate that our Scholars Program was effective at recruiting and retaining underrepresented students from a broad range of disciplines. Moreover, our trainees demonstrated a high level of research engagement through off-campus summer research experiences, conference presentations, and publications. The intensive training in the Scholars Program also yielded high graduate school acceptance rates for our trainees. Most importantly, our findings show that it is possible to broaden an intensive undergraduate research training program that is similarly effective for trainees across behavioral and biomedical disciplines, underrepresented minority status, and gender. While we highlight several elements of our training program, we emphasize these components likely work together interactively, and institutions wanting to establish a similar training program need to ensure sufficient resources for its successful implementation.
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Affiliation(s)
- Kim-Phuong Vu
- BUILD, California State University Long Beach, Long Beach, CA 90840
| | - Rocío Mendoza
- BUILD, California State University Long Beach, Long Beach, CA 90840
| | - Chi-Ah Chun
- BUILD, California State University Long Beach, Long Beach, CA 90840
| | - Jesse Dillon
- BUILD, California State University Long Beach, Long Beach, CA 90840
| | - Laura Kingsford
- BUILD, California State University Long Beach, Long Beach, CA 90840
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16
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Curtis LM. Strategies to achieve gender equity in nephrology. Nat Rev Nephrol 2023:10.1038/s41581-023-00703-2. [PMID: 37016092 DOI: 10.1038/s41581-023-00703-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/06/2023]
Affiliation(s)
- Lisa M Curtis
- University of Alabama at Birmingham, Birmingham, AL, USA.
- Division of Nephrology, University of Alabama at Birmingham, Birmingham, AL, USA.
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17
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Asif MZ, Edison AS, Dolan EL. Postgraduate perspectives on mentoring undergraduate researchers for talent development. Ann N Y Acad Sci 2023; 1521:155-162. [PMID: 36717767 DOI: 10.1111/nyas.14966] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
Undergraduate research experiences are critical for the talent development of the STEM research workforce, and research mentors play an influential role in this process. Given the many life science majors seeking research experiences at universities, graduate and postdoctoral researchers (i.e., postgraduates) provide much of the daily mentoring of undergraduate researchers. Yet, there remains little research on how postgraduates contribute to talent development among undergraduate researchers. To begin to address this knowledge gap, we conducted an exploratory study of the experiences of 32 postgraduates who mentored life science undergraduate researchers. We identified four factors that they perceived as enabling undergraduate researcher talent development: undergraduate researcher characteristics, research project characteristics, and mentoring implementation as well as outcomes for both the postgraduate and undergraduate. We then describe a team-based approach to postgraduate mentoring of undergraduate researchers that attends to these factors to provide an example that practitioners can adapt or adopt for their own research groups.
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Affiliation(s)
- Muhammad Zaka Asif
- Department of Biochemistry and Molecular Biology, University of Georgia, Athens, Georgia, USA
- Complex Carbohydrate Research Center, University of Georgia, Athens, Georgia, USA
| | - Arthur S Edison
- Department of Biochemistry and Molecular Biology, University of Georgia, Athens, Georgia, USA
- Complex Carbohydrate Research Center, University of Georgia, Athens, Georgia, USA
- Department of Genetics and the Institute of Bioinformatics, University of Georgia, Athens, Georgia, USA
| | - Erin L Dolan
- Department of Biochemistry and Molecular Biology, University of Georgia, Athens, Georgia, USA
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18
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Vanderzwan KJ, Hiller A, Carlucci M, Amusina O, Ryan C, Krassa T, McPherson S, Tozer CM, Quinn L, Kent D. A Mentoring Workgroup for Academic Role Transition Among Clinical-Track Nursing Faculty. J Nurs Educ 2023; 62:183-186. [PMID: 36881894 DOI: 10.3928/01484834-20230109-10] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 03/09/2023]
Abstract
BACKGROUND With the current ongoing nurse faculty shortage, mentorship can aid in career advancement, promotion, and retention for clinical assistant professors (CAPs) when hiring clinical-track faculty. METHOD The organization, experiences, and outcomes of a CAP mentorship workgroup within a multi-campus research-intensive college of nursing are described. RESULTS The CAP mentorship workgroup was guided by senior faculty and met monthly to provide CAPs with a better understanding of the promotion process, motivation to pursue scholarship, and peer support. Through this workgroup, seven CAPs have completed their probationary review process, two CAPs are in the process of being promoted to clinical associate professors, and more than 90% of CAPs have been retained. CONCLUSION Mentorship for clinical-track faculty can positively influence faculty productivity and aid in CAP retention, which contributes to the success of nursing programs. [J Nurs Educ. 2023;62(3):183-186.].
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19
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Casey S, Siebert-Evenstone A, Brasier AR. Win-win interactions: Results and implications of a user needs assessment of clinical and translational scientists. J Clin Transl Sci 2023; 7:e73. [PMID: 37008601 PMCID: PMC10052438 DOI: 10.1017/cts.2023.6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/20/2022] [Revised: 11/23/2022] [Accepted: 01/10/2023] [Indexed: 02/10/2023] Open
Abstract
Introduction This study describes a needs assessment of clinical and translational research (CTR) scientists at a large, distributed, School of Medicine within a public university and affiliated clinics. Method We performed an Exploratory Conversion Mixed-Methods analysis using a quantitative survey and qualitative interviews with CTR scientists across the training continuum, from early-career scholars, mid-career mentors, and senior administrators at the University of Wisconsin and Marshfield Clinics. Qualitative findings were confirmed using epistemic network analysis (ENA). A survey was distributed to CTR scientists in training. Results Analyses supported that early-career and senior-career scientists have unique needs. Scientists who identified as non-White or female reported needs that differed from White male scientists. Scientists expressed the needs for educational training in CTR, for institutional support of career development, and trainings for building stronger relationships with community stakeholders. The tension between meeting tenure clocks and building deep community connections was particularly meaningful for scholars who identified as under-represented, including based on race, gender, and discipline. Conclusions This study yielded clear differences in support needs between scientists based upon their years in research and diversity of identities. The validation of qualitative findings, through quantification with ENA, enables robust identification of unique needs of CTR investigators. It is critically important to the future of CTR that scientists are provided with supports throughout the career. Delivery of that support in efficient and timely ways improves scientific outcomes. Advocacy at the level of the institution for under-represented scientists is of utmost importance.
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Affiliation(s)
- Shannon Casey
- Institute for Clinical and Translational Research, School of Medicine and Public Health, University of Wisconsin-Madison, Madison, WI, USA
| | | | - Allan R. Brasier
- Institute for Clinical and Translational Research, School of Medicine and Public Health, University of Wisconsin-Madison, Madison, WI, USA
- Department of Medicine, University of Wisconsin–Madison, School of Medicine and Public Health, Madison, WI, USA
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20
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Cameron CA, Lee HY, Anderson CB, Dahlstrom EK, Chang S. A scientific communication mentoring intervention benefits diverse mentees with language variety related discomfort. PSYCHOLOGY OF LANGUAGE AND COMMUNICATION 2023; 27:436-462. [PMID: 38738168 PMCID: PMC11086751 DOI: 10.58734/plc-2023-0020] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 05/14/2024]
Abstract
We studied social-psychological effects over time of a faculty-mentor workshop intervention that addressed attitudes associated with language variety and their impact on scientific communication (SC) skill development of PhD and postdoctoral STEM research trainees (N = 274). Six months after their mentors attended the workshop, all mentees had significant gains in productivity in speaking tasks. In particular, mentees with high language discomfort rated their quality of communication with their mentor and their enthusiasm about communicating more highly (p < .05 for both measures), compared to mentees with low language discomfort. In addition, mentees raised speaking nonstandardized varieties of English reported significant reductions in discomfort related to language use (p = .003), compared to mentees raised speaking standardized English. We conclude that training mentors to understand and respond to language diversity and development results in multiple beneficial outcomes for mentees, including the amelioration of language-variety related discomfort in the research environment.
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Affiliation(s)
- Carrie A. Cameron
- Behavioral Science, The University of Texas MD Anderson Cancer Center, United States
| | - Hwa Young Lee
- Cancer Prevention Research Training Program, The University of Texas MD Anderson Cancer Center, United States
| | - Cheryl B. Anderson
- Cancer Prevention Research Training Program, The University of Texas MD Anderson Cancer Center, United States
| | - Erin K. Dahlstrom
- Behavioral Science, The University of Texas MD Anderson Cancer Center, United States
| | - Shine Chang
- Cancer Prevention Research Training Program, The University of Texas MD Anderson Cancer Center, United States
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21
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Schwartz L, Luban N, Hall A, McQuail D, Haywood Y. The mentored experience to enhance opportunities in research (METEOR) program. MEDICAL EDUCATION ONLINE 2022; 27:2014290. [PMID: 34878968 PMCID: PMC8667881 DOI: 10.1080/10872981.2021.2014290] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/02/2021] [Revised: 08/03/2021] [Accepted: 12/01/2021] [Indexed: 06/13/2023]
Abstract
PROBLEM Medical students from groups that are underrepresented in medicine are less likely to pursue careers that incorporate research as compared to their white peers. Clinical and Translational Science Award (CTSA)-funded institutions encouraged centers to establish short-term, mentored summer research opportunities to motivate students underrepresented in medicine to enroll in medical school and ideally choose a career that incorporates research into their clinical practice. APPROACH The Mentored Experience To Enhance Opportunities in Research (METEOR) Program was established in 2012 in partnership with the Clinical and Translational Science Institute at Children's National (CTSI-CN) and The George Washington University (GW) School of Medicine and Health Sciences. Rather than a single summer experience, the METEOR Program is innovative in that it is intended to support the success of participants throughout the duration of their medical school training and beyond. OUTCOMES Scholarly output of participants of the first four cohorts included 23 empirical research articles in peer-reviewed journals, five review articles, eight case reports, one empirical research article in a student-led journal, one commentary in a professional journal, 20 university-based poster presentations, three national poster presentations, and one international poster presentation. Interviews revealed themes aligned with constructs of the Social Cognitive Career Theory. Overall mentorship was seen as a key component of the METEOR Program. In addition, the ability to come to campus prior to the start of medical school, as part of a cohesive cohort, along with the addition of lectures and field trips, further enhanced participants' experiences. NEXT STEPS Our findings will be incorporated into improvements to the program for future cohorts and may inform the design of similar mentored research programs. With increased enrollment, quantitative studies of the effectiveness of the program are planned.
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Affiliation(s)
- Lisa Schwartz
- The George Washington University School of Medicine and Health Sciences, Ashburn, VA, USA
| | - Naomi Luban
- The George Washington University School of Medicine and Health Sciences, Ashburn, VA, USA
- Children’s National Hospital
| | - Alison Hall
- The George Washington University School of Medicine and Health Sciences, Ashburn, VA, USA
| | - Diane McQuail
- The George Washington University School of Medicine and Health Sciences, Ashburn, VA, USA
| | - Yolanda Haywood
- The George Washington University School of Medicine and Health Sciences, Ashburn, VA, USA
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22
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van Oijen JCF, Grit KJ, Bos WJW, Bal R. Assuring data quality in investigator-initiated trials in dutch hospitals: Balancing between mentoring and monitoring. Account Res 2022; 29:483-511. [PMID: 34165026 DOI: 10.1080/08989621.2021.1944810] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/26/2023]
Abstract
The complexity of regulations governing investigator-initiated trials (IITs) places a great burden on hospitals. Consequently, many hospitals seek to alleviate regulatory pressures by seeking an alternative quality management system (QMS). This paper takes the Netherlands as a case. To investigate how QMSs for IITs are organized in Dutch hospitals, we adopted the theoretical concepts of mentoring and monitoring in a mixed methods study in the period 2014-2018. In clinical practice and international guidelines, monitoring is seen as the standard quality assurance for ongoing trials. However, hospitals have implemented monitoring programs that resemble mentoring. The contrast between these ideal types is less pronounced in practice as both combine elements of compliance and feedback for learning in practice. In a monitoring setting, learning is one-way, from monitor to researcher; whereas mentoring focuses on mutual support and learning. To tackle problems in each system, the authority of the Board of Directors (BoD) and the BoD's relationship with staff members are crucial. We discuss the challenges that BoD and staff face in keeping an integrated view of the various components of QMSs.
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Affiliation(s)
- Jacqueline C F van Oijen
- Erasmus School of Health Policy & Management, Erasmus University Rotterdam, Rotterdam, The Netherlands
| | - Kor J Grit
- Erasmus School of Health Policy & Management, Erasmus University Rotterdam, Rotterdam, The Netherlands
| | - Willem Jan W Bos
- Department of Internal Medicine, St. Antonius Hospital, Utrecht, The Netherlands.,Department of Internal Medicine, Leiden University Medical Center, Leiden, The Netherlands
| | - Roland Bal
- Erasmus School of Health Policy & Management, Erasmus University Rotterdam, Rotterdam, The Netherlands
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23
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Estrada M, Young G, Flores L, Hernandez PR, Hosoda KK, DeerInWater K. Culture and Quality Matter in Building Effective Mentorship Relationships with Native STEM Scholars. Bioscience 2022; 72:999-1006. [PMID: 36196220 PMCID: PMC9525125 DOI: 10.1093/biosci/biac064] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/15/2022] Open
Abstract
Native peoples (Native American, Alaskan Native, Native Hawaiian) are underrepresented in academia; they represent 2% of the US population but 0.01% of enrolled undergraduate students. Native peoples share the experiences of colonization and forced assimilation, resulting in the loss of ancestral knowledge, language, and cultural identity. Recognizing history and the literature on social integration and mentorship, we followed 100 Native science and engineering scholars across a year of participation in the hybrid American Indian Science and Engineering Society mentorship program. The results showed that high-quality faculty mentorship predicted persistence a year later. Furthermore, mentors who shared knowledge of Native culture-through experience or shared heritage-uniquely contributed to the Native scholars' social integration and persistence through scientific community values in particular. Therefore, Native scholars may benefit from mentorship supporting the integration of their Native culture and discipline rather than assimilation into the dominant disciplinary culture.
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Affiliation(s)
- Mica Estrada
- Institute for Health and Aging, University of California, San Francisco, in San Francisco, California, United States
| | - Gerald Young
- University of California, Berkeley, Berkeley, California, United States
| | - Lilibeth Flores
- Institute for Health and Aging, University of California, San Francisco, in San Francisco, California, United States
| | - Paul R Hernandez
- Department of Teaching, Learning, and Culture, College of Education and Human Development, Texas A&M University, College Station, Texas, United States
| | - K Kanoho Hosoda
- Institute for Health and Aging, University of California, San Francisco, in San Francisco, California, United States
| | - Kathy DeerInWater
- American Indian Science and Engineering Society, Albuquerque, New Mexico, United States
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24
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Increasing Clinician-Scientist Workforce Diversity through the National Institute of General Medical Sciences’ Medical Scientist Training Program. ATS Sch 2022; 3:358-378. [PMID: 36312807 PMCID: PMC9585701 DOI: 10.34197/ats-scholar.2022-0018ps] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2022] [Accepted: 05/27/2022] [Indexed: 11/23/2022] Open
Abstract
The National Institute of General Medical Sciences Medical Scientist Training Program (MSTP) has been successful in producing clinician-scientists, with a majority of graduates pursuing research-related careers. However, there are a number of areas of continuing concern for the program. In particular, women and individuals from certain racial and ethnic backgrounds remain persistently underrepresented in MSTPs relative to the average college-aged U.S. population and to students receiving life sciences bachelor’s degrees. The authors, who include leaders of NIGMS, identify a number of challenges and opportunities for enhancing diversity, equity and inclusion in the MSTPs and suggest strategies for addressing them.
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25
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Pfund C, Sancheznieto F, Byars-Winston A, Zárate S, Black S, Birren B, Rogers J, Asai DJ. Evaluation of a Culturally Responsive Mentorship Education Program for the Advisers of Howard Hughes Medical Institute Gilliam Program Graduate Students. CBE LIFE SCIENCES EDUCATION 2022; 21:ar50. [PMID: 35862583 PMCID: PMC9582832 DOI: 10.1187/cbe.21-11-0321] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/19/2021] [Revised: 05/19/2022] [Accepted: 06/08/2022] [Indexed: 05/31/2023]
Abstract
Effective mentorship is critical to the success of trainees in research career pathways, significantly impacting their research productivity, academic and research self-efficacy, and career satisfaction. Research faculty may be unaware of or unprepared to address mentor-mentee dynamics in mentoring relationships, especially those that go beyond traditional scientific skill development. Addressing mentorship dynamics can be even more challenging for mentors from well-represented backgrounds working with mentees from historically excluded racial/ethnic groups. The Howard Hughes Medical Institute supports programmatic interventions, like the Mentorship Skills Development (MSD) course, an innovative program that aims to advance the mentorship competencies and cultural diversity awareness of mentors. Between 2015 and 2020, more than 200 faculty mentors participated in the MSD. Quantitative and qualitative data reveal significant gains in mentorship skills and cultural awareness, with mentors reporting increases in their confidence to have conversations around race and culture with their mentees. More than 85% reported actual or intended changes to their cultural responsiveness or mentorship behaviors. Importantly, behavioral changes were also observed by their mentees. These data indicate that culturally responsive mentorship education can increase knowledge and efficacy in effective mentorship practices and improve mentorship experiences of both mentors and mentees.
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Affiliation(s)
- Christine Pfund
- Center for the Improvement of Mentored Experiences in Research, Wisconsin Center for Education
- Institute for Clinical and Translational Research, and
| | | | | | - Sonia Zárate
- Science Education, Howard Hughes Medical Institute, Chevy Chase, MD 20815
| | - Sherilynn Black
- Office of the Provost and Division of Medical Education, Duke University, Durham, NC 27708
| | - Bruce Birren
- Diversity, Education, and Outreach Office and Genomic Center for Infectious Diseases, Broad Institute of MIT and Harvard, Cambridge, MA 02142
| | - Jenna Rogers
- Center for the Improvement of Mentored Experiences in Research, Wisconsin Center for Education
- Institute for Clinical and Translational Research, and
| | - David J. Asai
- Science Education, Howard Hughes Medical Institute, Chevy Chase, MD 20815
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Enogela EM, Buchanan T, Carter CS, Elk R, Gazaway SB, Goodin BR, Jackson EA, Jones R, Kennedy RE, Perez-Costas E, Zubkoff L, Zumbro EL, Markland AD, Buford TW. Preserving independence among under-resourced older adults in the Southeastern United States: existing barriers and potential strategies for research. Int J Equity Health 2022; 21:119. [PMID: 36030252 PMCID: PMC9419141 DOI: 10.1186/s12939-022-01721-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/24/2022] [Accepted: 08/15/2022] [Indexed: 11/10/2022] Open
Abstract
Disability prevention and preservation of independence is crucial for successful aging of older adults. To date, relatively little is known regarding disparities in independent aging in a disadvantaged older adult population despite widely recognized health disparities reported in other populations and disciplines. In the U.S., the Southeastern region also known as “the Deep South”, is an economically and culturally unique region ravaged by pervasive health disparities – thus it is critical to evaluate barriers to independent aging in this region along with strategies to overcome these barriers. The objective of this narrative review is to highlight unique barriers to independent aging in the Deep South and to acknowledge gaps and potential strategies and opportunities to fill these gaps. We have synthesized findings of literature retrieved from searches of computerized databases and authoritative texts. Ultimately, this review aims to facilitate discussion and future research that will help to address the unique challenges to the preservation of independence among older adults in the Deep South region.
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Affiliation(s)
- Ene M Enogela
- Department of Medicine - Division of Gerontology, Geriatrics, and Palliative Care, University of Alabama at Birmingham, 1313 13thSt. South, Birmingham, AL, 35205, USA
| | - Taylor Buchanan
- Department of Medicine - Division of Gerontology, Geriatrics, and Palliative Care, University of Alabama at Birmingham, 1313 13thSt. South, Birmingham, AL, 35205, USA
| | - Christy S Carter
- Department of Medicine - Division of Gerontology, Geriatrics, and Palliative Care, University of Alabama at Birmingham, 1313 13thSt. South, Birmingham, AL, 35205, USA
| | - Ronit Elk
- Department of Medicine - Division of Gerontology, Geriatrics, and Palliative Care, University of Alabama at Birmingham, 1313 13thSt. South, Birmingham, AL, 35205, USA
| | - Shena B Gazaway
- Department of Family, Community, and Health Systems, School of Nursing, University of Alabama at Birmingham, Birmingham, AL, USA
| | - Burel R Goodin
- Department of Psychology, University of Alabama at Birmingham, Birmingham, AL, USA
| | - Elizabeth A Jackson
- Department of Medicine - Division of Cardiology, University of Alabama at Birmingham, Birmingham, AL, USA
| | - Raymond Jones
- Department of Medicine - Division of Gerontology, Geriatrics, and Palliative Care, University of Alabama at Birmingham, 1313 13thSt. South, Birmingham, AL, 35205, USA
| | - Richard E Kennedy
- Department of Medicine - Division of Gerontology, Geriatrics, and Palliative Care, University of Alabama at Birmingham, 1313 13thSt. South, Birmingham, AL, 35205, USA
| | - Emma Perez-Costas
- Department of Medicine - Division of Gerontology, Geriatrics, and Palliative Care, University of Alabama at Birmingham, 1313 13thSt. South, Birmingham, AL, 35205, USA
| | - Lisa Zubkoff
- Department of Medicine - Division of Preventive Medicine, University of Alabama at Birmingham, Birmingham, AL, USA.,Birmingham/Atlanta Geriatric Research, Education, and Clinical Center, Birmingham VA Medical Center, Birmingham, AL, USA
| | - Emily L Zumbro
- Department of Medicine - Division of Gerontology, Geriatrics, and Palliative Care, University of Alabama at Birmingham, 1313 13thSt. South, Birmingham, AL, 35205, USA
| | - Alayne D Markland
- Department of Medicine - Division of Gerontology, Geriatrics, and Palliative Care, University of Alabama at Birmingham, 1313 13thSt. South, Birmingham, AL, 35205, USA.,Birmingham/Atlanta Geriatric Research, Education, and Clinical Center, Birmingham VA Medical Center, Birmingham, AL, USA
| | - Thomas W Buford
- Department of Medicine - Division of Gerontology, Geriatrics, and Palliative Care, University of Alabama at Birmingham, 1313 13thSt. South, Birmingham, AL, 35205, USA. .,Birmingham/Atlanta Geriatric Research, Education, and Clinical Center, Birmingham VA Medical Center, Birmingham, AL, USA.
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27
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Madore MR, Byrd D. Optimizing mentoring relationships with persons from historically marginalized communities through the use of difficult dialogues. J Clin Exp Neuropsychol 2022; 44:441-449. [PMID: 35924945 DOI: 10.1080/13803395.2022.2108770] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/16/2022]
Abstract
Neuropsychology has struggled to recruit and retain trainees and early career professionals from historically marginalized communities (HMC). One of the primary strategies for retaining these individuals, and ensuring their success, is quality mentorship. Effective mentorship for trainees from HMC requires responsive attention to the unique training experiences that emerge from societal forces, such as structural racism and classism. Although not often discussed with mentors, trainees from these groups experience discrimination at substantial rates, which contributes to dissatisfaction, stress, and ultimately elevated attrition. One strategy to reduce attrition involves developing relational mentorship dynamics to encourage explicit conversations about instances of discrimination during training. However, a barrier to nurturing these types of dynamics is the difference in power and privilege across multiple axes in the dyad. Infusing techniques from the Difficult Dialogues framework offers mentors of HMC trainees a tangible route to reducing the impact of differential power, enhancing relational dynamics, and increasing the likelihood of retention in neuropsychology. The objectives of this manuscript are to elucidate the necessity of understanding one's power and privilege in the mentorship dyad by understanding barriers experienced by persons from HMC. This manuscript also outlines specific strategies through the lens of the Difficult Dialogues framework to ameliorate the negative impact of unaddressed differentials of power and privilege in the mentoring of training experiences in clinical neuropsychology. Finally, through the use of anonymized case examples, the manuscript offers effective strategies for responsive, professional development of trainees from HMC to facilitate supportive neuropsychological training experiences.
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Affiliation(s)
- Michelle R Madore
- Mental Illness Research Education and Clinical Center, VA Palo Alto Health Care System Sierra Pacific Mental Illness Research Education Clinical Centers (MIRECC), Palo Alto, CA, USA.,Department of Psychiatry and Behavioral Sciences, Stanford School of Medicine, Palo Alto, CA, USA
| | - Desiree Byrd
- Department of Psychology, Queens College and The Graduate Center of City University of New York, New York, NY, USA
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Kuchynka SL, Reifsteck TV, Gates AE, Rivera LM. Which STEM relationships promote science identities, attitudes, and social belonging? A longitudinal investigation with high school students from underrepresented groups. SOCIAL PSYCHOLOGY OF EDUCATION 2022. [DOI: 10.1007/s11218-022-09705-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
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Johnelle Sparks P, Ellison RL. Mentoring in neuropsychology: How theory and practice can support diverse mentees. J Clin Exp Neuropsychol 2022; 44:337-344. [DOI: 10.1080/13803395.2022.2125500] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
Affiliation(s)
- P. Johnelle Sparks
- Department of Demography, University of Texas at San Antonio, San Antonio, Texas, USA
| | - Rachael L. Ellison
- Department of Psychology, Illinois Institute of Technology, Chicago, Illinois, USA
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Swanson HI. Mentoring and Supporting Our Next Generation of Women Toxicologists. FRONTIERS IN TOXICOLOGY 2022; 4:920664. [PMID: 35846432 PMCID: PMC9279888 DOI: 10.3389/ftox.2022.920664] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2022] [Accepted: 06/08/2022] [Indexed: 11/18/2022] Open
Abstract
Career success of women toxicologists requires intentional strategies designed to encourage and support their professional and personal growth. Key among these are mentoring approaches which should be initiated early in their academic careers and continue as their careers progress. While undergraduate and graduate students as well as postdoctoral fellows, women engaged in all STEM fields benefit from one-on-one mentoring experiences offered by both their peers, near-peers and faculty. Here, they not only receive encouragement and lessons on "how to be a good mentee", but also gain scientific and life skills. Networking opportunities and career planning advice are also important benefits. As woman scientists progress in their careers, they continue to benefit from one-on-one mentoring and structured career development programs adapted to meet their changing needs ultimately culminating in leadership coaching as they reach the pinnacles of their careers. While mentoring success is best facilitated by structured programs that match mentees with mentors and offer training, support and programming, the availability of these programs to women toxicologists is limited. Opportunities for women to participate in structured mentoring programs should be enhanced by institutions, funding agencies and scientific societies as a component of accelerated diversity and inclusion efforts.
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Affiliation(s)
- Hollie I. Swanson
- Department of Pharmacology and Nutritional Sciences, University of Kentucky, Lexington, KY, United States
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Highet A, Kendrick DE, Bandeh-Ahmadi H, Vitous A, Yang K, Ernst C, George BC. Pragmatic Mentoring Strategies for the Busy Surgeon Scientist. JOURNAL OF SURGICAL EDUCATION 2022; 79:695-707. [PMID: 35144902 DOI: 10.1016/j.jsurg.2022.01.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/24/2021] [Revised: 12/13/2021] [Accepted: 01/08/2022] [Indexed: 06/14/2023]
Abstract
OBJECTIVE The value of research mentorship in academic medicine is well-recognized, yet there is little practical advice for how to develop and sustain effective mentoring partnerships. Gaining research skill and mentorship is particularly critical to success in academic surgery, yet surgeon scientists are challenged in their mentorship efforts by time constraints and lack of education on how to mentor. To address this gap, this study explored the strategies that award-winning faculty mentors utilize in collaborating with their medical student mentees in research. DESIGN, SETTING, AND PARTICIPANTS For this qualitative study, the authors invited physician recipients of an institution-wide mentorship award to participate in individual, semi-structured interviews during July and August 2018. Following interview transcription, the authors independently coded the text and collaboratively identified common mentoring strategies and practices via a process of thematic analysis. RESULTS Nine physician mentors, representing a mix of genders, medical specialties and types of research (basic science, clinical, translational, and health services), participated in interviews. The authors identified 12 strategies and practices from the interview transcripts that fell into 5 categories: Initiating the partnership; Determining the research focus; Providing project oversight; Developing mentee research competence; and Supporting mentee self-efficacy. CONCLUSION Award-winning mentors employ a number of shared strategies when mentoring medical trainees in research. These strategies can serve as a guide for academic surgeons who wish to improve their research mentoring skills.
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Affiliation(s)
- Alexandra Highet
- Department of Surgery, University of California, San Francisco, San Francisco, California
| | - Daniel E Kendrick
- Department of Surgery, University of Minnesota, Minneapolis, Minnesota
| | - Hoda Bandeh-Ahmadi
- Center for Surgical Training and Research, Michigan Medicine, Ann Arbor, Michigan
| | - Ann Vitous
- Center for Health Outcomes and Policy, Michigan Medicine, Ann Arbor, Michigan
| | - Katherine Yang
- Center for Surgical Training and Research, Michigan Medicine, Ann Arbor, Michigan
| | - Caleb Ernst
- Center for Surgical Training and Research, Michigan Medicine, Ann Arbor, Michigan
| | - Brian C George
- Center for Surgical Training and Research, Michigan Medicine, Ann Arbor, Michigan; Center for Health Outcomes and Policy, Michigan Medicine, Ann Arbor, Michigan.
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Aloisio JM, Roberts SJ, Becker-Klein R, Dunifon S, Lewis JD, Clark JA, Munshi-South J, Tingley K. Impacts of a Near-Peer Urban Ecology Research Mentoring Program on Undergraduate Mentors. Front Ecol Evol 2022. [DOI: 10.3389/fevo.2022.803210] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/13/2022] Open
Abstract
Environmental educators have used guided-inquiry in natural and supportive learning environments for decades, but comparatively little programming and research has focused on experiences in urban environments, including in constructed ecosystems like green roofs, or impacts on older youth and adults. To address this gap, we designed a tiered, near-peer research mentoring program called Project TRUE (Teens Researching Urban Ecology) and used a mixed-methods approach to evaluate impacts on undergraduates serving as research mentors. During the 11-week program, undergraduates conducted independent urban ecology research projects in a variety of New York City green spaces, including green roofs. They mentored a team of high school students working on their research projects, providing support throughout design, data collection, and dissemination. Our results indicate that these types of hands-on experiences can effectively support youth in learning research and mentoring skills and applying them to effectively manage and support high school students. Furthermore, 18 months after participation, mentors reported a sustained influence on their professional development, career paths, and science interest, especially in the context of their appreciation for nature. These results suggest that tiered, near-peer urban ecology research mentoring programs that utilizes urban green spaces, such as green roofs, can be an effective environmental education tool, especially in densely populated urban areas lacking traditional green space.
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Croff R, Tang W, Friedman DB, Balbim GM, Belza B. Training the next generation of aging and cognitive health researchers. GERONTOLOGY & GERIATRICS EDUCATION 2022; 43:185-201. [PMID: 32975172 DOI: 10.1080/02701960.2020.1824912] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/11/2023]
Abstract
Dementia is a growing public health concern, and African Americans and Latinos are disproportionately affected compared to White Americans. Improving cognitive health outcomes and reducing disparities requires a diverse, interdisciplinary workforce. The US Centers for Disease Control and Prevention's Healthy Brain Research Network (HBRN) Scholars Program trained racially/ethnically and gender-diverse scholars through mentored, collaborative research. Entry, exit, and alumni surveys and a Scholar Spotlight Series queried motivation, goals, acquired skills, accomplishments, program impact, and scholar perspectives. Scholars (n = 41) were majority female (n = 31, 75.6%), graduate students (n = 23, 56.1%), and racially/ethnically diverse (n = 20, 48.7%). Scholars primarily represented Medicine (n = 19, 46.3%) and Public Health (n = 12, 29.3%). Exiting scholars (n = 25) secured faculty/professional positions (n = 9, 36.0%), awards/funding (n = 12, 48.0%), and publications (n = 8, 32.0%). Alumni (n = 10) secured cognitive health-related positions/fellowships (n = 7, 70.0%). The HBRN Scholars Program is an adaptable model for other thematic networks to prepare scholars in collaborative skills critical for effective research and practice.
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Affiliation(s)
- Raina Croff
- NIA Layton Aging and Alzheimer's Disease Research Center, Oregon Health & Science University, Portland, OR, USA
| | - Weizhou Tang
- College of Social Work, University of South Carolina, Columbia, SC, USA
| | - Daniela B Friedman
- Department of Health Promotion, Education, and Behavior & Office for the Study of Aging, Arnold School of Public Health, University of South Carolina, Columbia, SC, USA
| | - Guilherme M Balbim
- Department of Kinesiology and Nutrition, College of Applied Health Sciences, University of Illinois at Chicago, Chicago, IL, USA
| | - Basia Belza
- School of Nursing and an Investigator with the Health Promotion Research Center, School of Public Health, University of Washington, Seattle, WA, USA
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Shelton DS, Delgado MM, Greenway EVG, Hobson EA, Lackey ACR, Medina-García A, Reinke BA, Trillo PA, Wells CP, Horner-Devine MC. Expanding the landscape of opportunity: Professional societies support early-career researchers through community programming and peer coaching. J Comp Psychol 2021; 135:439-449. [PMID: 34871009 DOI: 10.1037/com0000300] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
Weaving the future of the field of comparative psychology is dependent on the career advancement of early-career scientists. Despite concerted efforts to increase diversity in science, technology, engineering, and mathematics, scholars from marginalized groups are disproportionately underrepresented in the field-especially at advanced career stages. New approaches to sponsorship, mentoring, and community building are necessary to retain talent from marginalized communities and to create a culture and a system where all individuals can thrive. We describe the unique and supportive role of senior women scientists united through a professional society in initiating peer coaching circles to facilitate the success of a diverse cohort of early-career women scientists. We offer our experiences with the Weaving the Future of Animal Behavior program as a case study that illustrates the cascading impacts of professional societies investing in the success and career development of marginalized scholars. We focus on our peer coaching circle experience and share the products and outcomes after 2 years of meeting. Peer coaching transformed us from a group of loosely organized, anxious individuals into a collective of empowered agents of change with an enhanced sense of belonging. We end by presenting recommendations to institutions seeking to expand the landscape of opportunities to other marginalized scholars. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
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Affiliation(s)
- Delia S Shelton
- Department of Environmental and Molecular Toxicology, Oregon State University
| | | | | | | | | | | | - Beth A Reinke
- Department of Biology, Northeastern Illinois University
| | | | - Caitlin P Wells
- Department of Fish, Wildlife, and Conservation Biology, Colorado State University
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Quintana AM. Leading by example: developing mentoring strategies to promote diversity and student success. Mol Biol Cell 2021; 32:vo1. [PMID: 34735267 PMCID: PMC8694090 DOI: 10.1091/mbc.e21-04-0199] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2021] [Revised: 09/13/2021] [Accepted: 09/20/2021] [Indexed: 11/30/2022] Open
Abstract
Research has shown that individuals from diverse backgrounds and women are underrepresented in the science, technology, engineering, and mathematics (STEM) fields. A lack of identifiable role models/mentorship and poor mentoring experiences are a few cited factors that continue to limit increased diversity. As an underrepresented individual and a faculty member at a minority-serving institution, I strive to provide my students with a strong example, one that they can identify with. Part of my approach has been to develop mentoring pillars and strategies that seek to build relationships with my mentees and that aim to improve their research experience. This essay briefly describes my experiences as a mentor and the mentoring pillars I developed to promote a diverse and inclusive environment for my current and future mentees.
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Affiliation(s)
- Anita M. Quintana
- Department of Biological Sciences, The University of Texas El Paso, El Paso, TX 79968
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Doyle JM, Baiocchi MT, Kiernan M. Downstream funding success of early career researchers for resubmitted versus new applications: A matched cohort. PLoS One 2021; 16:e0257559. [PMID: 34793439 PMCID: PMC8601543 DOI: 10.1371/journal.pone.0257559] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2021] [Accepted: 09/03/2021] [Indexed: 11/18/2022] Open
Abstract
Background Early career researchers face a hypercompetitive funding environment. To help identify effective intervention strategies for early career researchers, we examined whether first-time NIH R01 applicants who resubmitted their original, unfunded R01 application were more successful at obtaining any R01 funding within 3 and 5 years than original, unfunded applicants who submitted new NIH applications, and we examined whether underrepresented minority (URM) applicants differentially benefited from resubmission. Our observational study is consistent with an NIH working group’s recommendations to develop interventions to encourage resubmission. Methods and findings First-time applicants with US medical school academic faculty appointments who submitted an unfunded R01 application between 2000–2014 yielded 4,789 discussed and 7,019 not discussed applications. We then created comparable groups of first-time R01 applicants (resubmitted original R01 application or submitted new NIH applications) using optimal full matching that included applicant and application characteristics. Primary and subgroup analyses used generalized mixed models with obtaining any NIH R01 funding within 3 and 5 years as the two outcomes. A gamma sensitivity analysis was performed. URM applicants represented 11% and 12% of discussed and not discussed applications, respectively. First-time R01 applicants resubmitting their original, unfunded R01 application were more successful obtaining R01 funding within 3 and 5 years than applicants submitting new applications—for both discussed and not discussed applications: discussed within 3 years (OR 4.17 [95 CI 3.53, 4.93]) and 5 years (3.33 [2.82–3.92]); and not discussed within 3 years (2.81 [2.52, 3.13]) and 5 years (2.47 [2.22–2.74]). URM applicants additionally benefited within 5 years for not discussed applications. Conclusions Encouraging early career researchers applying as faculty at a school of medicine to resubmit R01 applications is a promising potential modifiable factor and intervention strategy. First-time R01 applicants who resubmitted their original, unfunded R01 application had log-odds of obtaining downstream R01 funding within 3 and 5 years 2–4 times higher than applicants who did not resubmit their original application and submitted new NIH applications instead. Findings held for both discussed and not discussed applications.
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Affiliation(s)
- Jamie Mihoko Doyle
- Division of Clinical Innovation, National Center for Advancing Translational Sciences, National Institutes of Health, Bethesda, MD, United States of America
- * E-mail:
| | - Michael T. Baiocchi
- Department of Epidemiology and Population Health, Stanford University School of Medicine, Palo Alto, CA, United States of America
| | - Michaela Kiernan
- Department of Medicine, Stanford University School of Medicine, Palo Alto, CA, United States of America
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Gust SW, McCormally J, Park NH. Increasing evidence-based substance use interventions globally: The National Institute on Drug Abuse postdoctoral fellowships. Subst Abus 2021; 42:397-406. [PMID: 34597258 DOI: 10.1080/08897077.2021.1975874] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
As of April 2020, 121 individuals from 47 nations had completed 124 NIDA International Program INVEST Drug Abuse Research Fellowships. This is the first comprehensive effort to assess the fellowships from the combined perspectives of career outcomes, migration patterns, publications, cost per publication, and funding. We searched electronic sources such as university websites, ResearchGate, LinkedIn, PubMed, and NIH databases to find current curriculum vitae, journal articles published in 2018 and 2019, and funding records. We found electronic records for 94.2% of former NIDA INVEST fellows (n = 114); 55.5% were male (n = 67). The majority are at least partially involved in addiction research, prevention, or treatment (85.9%; n = 98), primarily at academic institutions (73.7%, n = 84) as faculty members (65.8%, n = 75) conducting research (86%, n = 98). Nearly three-fourths (74.6%, n = 85) are still working in their home countries; and 74.6% (n = 85) coauthored at least one research article indexed in PubMed during 2018 or 2019. Of the 656 unique research articles, 52.4% (n = 344) were published by multinational groups. The average cost to NIDA for each peer-reviewed publication was $19,677. More than half (53.5%, n = 61) of the fellows received funding through 431 unique grants-led by NIDA (55), other NIH Institutes and Centers (57) and other U.S. funders (55). Using the measures of career outcomes, migration patterns, publications, cost per publication, and funding INVEST fellowships are cost-effective mechanisms to advance scientific knowledge, build addiction research capacity, foster international cooperation, and promote adoption of evidence-based addiction policies and interventions around the world.
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Affiliation(s)
- Steven W Gust
- National Institute on Drug Abuse International Program, U.S. Department of Health and Human Services, National Institutes of Health, Bethesda, MD, USA
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Mumba MN, Cody SL, Bail J. Securing the future of nursing: Strategies to create pipelines of nurse scientists through targeted student mentoring. Res Nurs Health 2021; 44:873-874. [PMID: 34549455 DOI: 10.1002/nur.22183] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2021] [Accepted: 09/11/2021] [Indexed: 11/12/2022]
Affiliation(s)
- Mercy N Mumba
- Capstone College of Nursing, The University of Alabama, Tuscaloosa, Alabama, USA
| | - Shameka L Cody
- Capstone College of Nursing, The University of Alabama, Tuscaloosa, Alabama, USA
| | - Jennifer Bail
- College of Nursing, The University of Alabama at Huntsville, Huntsville, Alabama, USA
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Wrighting DM, Dombach J, Walker M, Cook J, Duncan M, Ruiz GV, Colón-Carmona A, Birren B. Teaching Undergraduates to Communicate Science, Cultivate Mentoring Relationships, and Navigate Science Culture. CBE LIFE SCIENCES EDUCATION 2021; 20:ar31. [PMID: 34100649 PMCID: PMC8715813 DOI: 10.1187/cbe.20-03-0052] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 03/19/2020] [Revised: 03/12/2021] [Accepted: 04/14/2021] [Indexed: 06/12/2023]
Abstract
The historic underrepresentation of women, certain racial and ethnic minorities, and members of other marginalized groups in careers in science, technology, engineering, and mathematics (STEM) reflects a disproportionate exit of individuals from these academic and career paths due to both environmental and personal factors. To transition successfully from classroom-based learning to the research environment, students must acquire various forms of capital nested within a largely hidden curriculum that most scientists learn informally. We have developed a semester-long course for undergraduate researchers that makes explicit concepts and strategies that contribute to STEM persistence. The course teaches skills for: 1) scientific communication; 2) maximizing the effectiveness of research mentoring relationships; and 3) navigating scientific culture and its interactions with multiple social identities. We offered the course for three consecutive semesters at the University of Massachusetts Boston to 33 students from different backgrounds, academic majors, and educational experiences. Quantitative and qualitative assessments demonstrated student learning in all three areas of emphasis. By deliberately combining instruction and practice in skills, such as those needed to present and critique scientific research, with skills needed to optimize personal interactions and key research relationships, we have created a novel learning experience to promote persistence in STEM.
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Affiliation(s)
| | - Jamie Dombach
- Department of Molecular, Cellular, and Developmental Biology, University of Colorado, Boulder, Boulder, CO 80309
| | | | | | - Marlina Duncan
- Diversity Initiatives, Brown University Graduate School, Providence, RI 02912
| | | | - Adán Colón-Carmona
- Department of Biology, University of Massachusetts Boston, Boston, MA 02125
| | - Bruce Birren
- Diversity, Education, and Outreach Office and
- Genomic Center for Infectious Diseases, The Broad Institute of MIT and Harvard, Cambridge, MA 02142
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Corsino L, Fuller AT. Educating for diversity, equity, and inclusion: A review of commonly used educational approaches. J Clin Transl Sci 2021; 5:e169. [PMID: 34733545 PMCID: PMC8532179 DOI: 10.1017/cts.2021.834] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/10/2021] [Revised: 07/29/2021] [Accepted: 08/02/2021] [Indexed: 01/29/2023] Open
Abstract
Diversity, equity, and inclusion (DEI) are fundamentally important concepts for advancing clinical and translational science (CTS) education. CTS education spans a wide range of disciplines from cell biology to clinical and community/population research. This large scope both in terms of intellectual areas and target groups requires an understanding of existing educational approaches for DEI as we translate DEI from mere concepts into equitable actions within CTS education. In this review, we provide the readers with the most common DEI educational approaches, including cultural humility, bias training, and improving mentoring to diversify the workforce. DEI educational materials can achieve maximal success and long-term impact when implemented as institutional-wide interventions, and the materials are not seen as an isolated or independent curriculum. Approaches, strategies, and programs to achieve this are many. However, many questions remain unanswered about what the best approach, strategies, and programs are to be implemented in institutional-wide education that will be embedded in CTS education.
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Affiliation(s)
- Leonor Corsino
- Department of Medicine, Division of Endocrinology, Metabolism, and Nutrition, Duke School of Medicine, Durham, North Carolina, USA
- Duke Clinical and Translational Science Institute, Community-Engaged Research Initiative Core, Duke School of Medicine, Durham, North Carolina, USA
| | - Anthony T. Fuller
- Department of Neurosurgery, Division of Global Neurosurgery and Neurology, Duke University School of Medicine, Durham, North Carolina, USA
- Duke Global Health Institute, Duke University, Durham, North Carolina, USA
- Duke Clinical and Translational Science Institute, Center for Pathway Programs, Duke School of Medicine, Durham, North Carolina, USA
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Beck M, Cadwell J, Kern A, Wu K, Dickerson M, Howard M. Critical feminist analysis of STEM mentoring programs: A meta‐synthesis of the existing literature. GENDER WORK AND ORGANIZATION 2021. [DOI: 10.1111/gwao.12729] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/28/2022]
Affiliation(s)
- Makini Beck
- School of Individualized Study The Department of Sociology and Anthropology Rochester Institute of Technology Rochester New York USA
| | - Jillian Cadwell
- Department of Civil Engineering Washington State University Tri‐Cities Richland Washington USA
| | - Anne Kern
- Department of Curriculum and Instruction University of Idaho‐Coeur d'Alene Coeur d'Alene Idaho USA
| | - Ke Wu
- Department of Mathematical Sciences University of Montana Missoula Montana USA
| | - Maniphone Dickerson
- Department of Business and Workforce Development Division Evergreen Valley College San Jose California USA
| | - Melinda Howard
- Department of Biology Gonzaga University Spokane Washington USA
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Javier D, Stinson K, Zavala M, Ahmed T, Vishwanatha JK. NRMNet: Building a National Resource for Mentorship, Networking and Professional Development to Enhance Diversity. Ethn Dis 2021; 31:469-480. [PMID: 34295135 PMCID: PMC8288472 DOI: 10.18865/ed.31.3.469] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Background To address the need for diversifying the biomedical research workforce, the National Institutes of Health (NIH) established the Diversity Program Consortium (DPC) with the goal of developing, implementing, assessing, and disseminating interventions and programs to enhance the participation and persistence of individuals from underrepresented backgrounds in biomedical research careers. Intervention As part of the DPC initiative, the NIH funded the National Research Mentoring Network (NRMN), which aimed to increase diversity of the biomedical research workforce through culturally responsive mentorship, networking, and professional development. In 2015, the NRMNet portal was developed to provide a broad-based network of mentors who are accessible to diverse mentees across the country. The portal also provides networking and professional development resources that support mentee transitions from one career stage to the next. Results NRMNet is the gateway for career stage-specific mentorship, networking, resources, and professional development programs for trainees across the biomedical, behavioral, clinical, and social sciences. In the first five years, the NRMN strategic recruitment efforts resulted in an expanded network of nearly 13,000 diverse mentors and mentees with NRMN representation in all 50 states and Puerto Rico. Consistently, over the first five years, racial and ethnic diversity was reflected in composition of mentee and mentor groups: 66% of 6,526 mentees and 33% of 3,866 mentors were from underrepresented groups. Conclusions The NRMNet portal is a promising effort for enhancing participation and continued engagement of undrerepresented individuals in biomedical research careers by providing culturally responsive mentorship, networking, and professional development for individuals at all career stages.
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Affiliation(s)
- Damaris Javier
- National Research Mentoring Network, University of North Texas Health Science Center in Fort Worth, TX
| | - Katie Stinson
- National Research Mentoring Network, University of North Texas Health Science Center in Fort Worth, TX
| | - MariaElena Zavala
- Department of Biology, California State University in Northridge, CA
| | - Toufeeq Ahmed
- Department of Biomedical Informatics, Vanderbilt University Medical Center in Nashville, TX
| | - Jamboor K. Vishwanatha
- Center for Diversity and International Programs, University of North Texas Health Science Center in Fort Worth, TX
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Ahmed T, Johnson J, Latif Z, Kennedy N, Javier D, Stinson K, Vishwanatha JK. MyNRMN: A national mentoring and networking platform to enhance connectivity and diversity in the biomedical sciences. FASEB Bioadv 2021; 3:497-509. [PMID: 34258519 PMCID: PMC8255849 DOI: 10.1096/fba.2020-00102] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/16/2020] [Revised: 02/12/2021] [Accepted: 02/18/2021] [Indexed: 11/17/2022] Open
Abstract
AIMS Increasing the diversity of the biomedical sciences workforce is a national priority. Having a mentor, and more crucially, a personal network of mentors, improves the likelihood that an individual will pursue an advanced degree and career in the biomedical sciences. The chief mission of the National Research Mentoring Network (NRMN) is to reduce racial and ethnic disparities in the biosciences workforce through the mentoring of historically underrepresented individuals. METHODS To address this need, we created MyNRMN, an online mentoring platform that connects mentors and mentees nationwide. The platform enables multiple forms of mentoring and recommends connections to mentees that will help them build their personal networks. RESULTS The MyNRMN online platform has registered more than 13,500 active mentors and mentees across all 50 states and from more than 2100 institutions. Black and Hispanic mentees are highly represented. DISCUSSION MyNRMN has expanded opportunities for mentorship in the biomedical sciences, particularly among those not from a culture or institution that historically supports mentorship. The platform's robust search and recommendation capabilities and graph database technology enable members to grow their personal network of mentors. CONCLUSION The MyNRMN online platform has proven successful in connecting mentees and mentors nationwide, expanding the pipeline in biomedical science careers to attract a more diverse workforce.
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Affiliation(s)
- Toufeeq Ahmed
- Department of Biomedical informaticsVanderbilt University Medical CenterNashvilleTNUSA
| | - Jay Johnson
- Department of Biomedical informaticsVanderbilt University Medical CenterNashvilleTNUSA
| | - Zainab Latif
- Department of Biomedical informaticsVanderbilt University Medical CenterNashvilleTNUSA
| | - Nan Kennedy
- Vanderbilt Institute for Clinical and Translational ResearchVanderbilt University Medical CenterNashvilleTNUSA
| | - Damaris Javier
- Center for Diversity and International ProgramsUniversity of North Texas Health Science CenterFort WorthTXUSA
| | - Katie Stinson
- Center for Diversity and International ProgramsUniversity of North Texas Health Science CenterFort WorthTXUSA
| | - Jamboor K. Vishwanatha
- Center for Diversity and International ProgramsUniversity of North Texas Health Science CenterFort WorthTXUSA
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Abstract
In this paper, we discuss the importance for faculty to become familiar with the general guidelines for collecting, assembling and preparing a tenure and promotion (T&P) application or dossier at a Primarily Undergraduate Institution (PUI) and the critical role that mentoring plays throughout the T&P process. While key elements of the application process such as submission timelines and documentation guidelines are usually outlined in the faculty handbook of the specific institution, many aspects of assembling the dossier are not necessarily detailed in writing anywhere. Instead, there are important elements of the T&P process that typically rely on institutional knowledge and guidance that is often communicated informally. Junior faculty who have limited access to "informal communications" are at a significant disadvantage when they go through the T&P process even when they show accomplishments in teaching effectiveness, research, and service. The problem is especially important for women and underrepresented minority faculty in STEM disciplines that are less well represented among senior faculty in STEM. Senior faculty often serve as informal or formal mentors to their less seasoned colleagues. The goal of this article is to help demystify the T&P process by offering practical suggestions and describing some of the specific materials and steps that are an important part of documenting the development of a faculty member at a PUI.
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Affiliation(s)
- Leticia R. Vega
- Department of Biology, Barry University, Miami Shores, FL USA
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Holder AA. Sustaining a legacy in STEM the Prof. Tara Prasad Dasgupta way: The role of a mentor in our lives. Inorganica Chim Acta 2021; 521. [PMID: 34635861 DOI: 10.1016/j.ica.2021.120304] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
A mentoring relationship is a close, individualized relationship that develops over time between a graduate student and his/her adviser, and that includes both caring and guidance. Although there is a connection between mentors and advisers, not all mentors are advisers and not all advisers are mentors, but in this case, one adviser was a mentor to all. In his eloquent style, an inspirational mentor of underrepresented individuals in Jamaica by the name of Prof. Tara Prasad Dasgupta, AKA Prof., paved the way for many us who studied in the Department of Chemistry, The University of the West Indies, Mona Campus, Jamaica from 1974 until his passing on Monday, April 2020 due to the complications of the COVID-19. Based on his effective mentoring style and the fact that there is low percentage of underrepresented individuals who pursue Ph.D. degrees in the STEM subjects around the world, more so here in the U.S.A., Europe, and in the U.K., hence there is a need to write about a story on sustaining a legacy in STEM the Prof. Tara Prasad Dasgupta way, viz., the role of a mentor in our lives. As such, his style is documented here, along with testimonies from his former graduate students, including myself.
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Affiliation(s)
- Alvin A Holder
- Department of Chemistry and Biochemistry, Old Dominion University, 4541 Hampton Boulevard, Norfolk, VA 23529, U.S.A
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Gutiérrez Á, Guerrero LR, McCreath HE, Wallace SP. Mentoring Experiences and Publication Productivity among Early Career Biomedical Investigators and Trainees. Ethn Dis 2021; 31:273-282. [PMID: 33883868 DOI: 10.18865/ed.31.2.273] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/18/2022] Open
Abstract
Objective To identify which mentoring domains influence publication productivity among early career researchers and trainees and whether publication productivity differs between underrepresented minority (URM) and well-represented groups (WRGs). The mentoring aspects that promote publication productivity remain unclear. Advancing health equity requires a diverse workforce, yet URM trainees are less likely to publish and URM investigators are less likely to obtain federal research grants, relative to WRG counterparts. Methods A mentoring-focused online follow-up survey was administered to respondents of the NRMN Annual Survey who self-identified as mentees. Publications were identified from a public database and validated with participant CV data. Bivariate and multivariate analyses tested the associations of publication productivity with mentoring domains. Results URM investigators and trainees had fewer publications (M = 7.3) than their WRG counterparts (M = 13.8). Controlling for career stage and social characteristics, those who worked on funded projects, and received grant-writing or research mentorship, had a higher probability of any publications. Controlling for URM status, gender, and career stage, mentorship on grant-writing and funding was positively associated with publication count (IRR=1.72). Holding career stage, gender, and mentoring experiences constant, WRG investigators and trainees had more publications than their URM counterparts (IRR=1.66). Conclusions Grant-writing mentorship is particularly important for publication productivity. Future research should investigate whether grant-writing mentorship differentially impacts URM and WRG investigators and should investigate how and why grant-writing mentorship fosters increased publication productivity.
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Affiliation(s)
- Ángela Gutiérrez
- USC Roybal Institute on Aging and USC Suzanne Dworak-Peck School of Social Work, University of Southern California, Los Angeles, CA
| | - Lourdes R Guerrero
- Department of Medicine, Division of Geriatrics and Division of Health Services Research, David Geffen School of Medicine, University of California, Los Angeles, CA
| | - Heather E McCreath
- Department of Medicine, Division of Geriatrics, David Geffen School of Medicine
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Andia Biraro I, Driciru E, Namaganda R, Luboga F, Kato Drago C, Wajja A, Okech B, Mboowa MGN, Muganyizi R, Kizza M, Cose S, Bukirwa VD, Nakanjako D, Elliott AM. Analysis of the MUII-plus mentorship programme: reflections of Fellows’ experiences and lessons for other programmes. AAS Open Res 2021. [DOI: 10.12688/aasopenres.13091.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Background: The MUII mentorship programme began 11 years ago with a successful group mentorship model. Over the years, the programme has evolved and is presently anchored on the “GROW” approach. This model allows individuals to: set Goals (What I want?); Reflect (Where am I now?); think of Options (What can I do?); What to implement (my actions?). It is intended to help fellows (current, honorary, alumni) herein referred to as mentees achieve their short, medium, and long-term research, career and professional goals. Methods: A mixed methods study combining a cross-sectional survey, one focus group discussion and 11 in-depth key informant interviews were carried out between November 2018 and January 2019 to 1) assess the status of the mentorship programme, 2) perform a strength weakness opportunity and threats (SWOT) analysis, and 3) identify factors relevant for sustainability. Results: An open invitation was made to 52 fellows to participate in the survey, and 23 responded. Among respondents, the largest proportions were male [70% (16/23)], and PhD fellows [35% (8/23)]. The respondents rated the fellowship experience as excellent [65% (15/23)], and most [78% (18/23)] revealed they had benefitted greatly from the programme. The SWOT analysis revealed outstanding strengths of having regular fellows’ meetings for peer support, and availability of international collaborations, linkages and exposure. Opportunities identified included large pool of mentees within MUII-plus and evidence of fellows taking up leadership positions. The biggest threat to the mentorship programme was the busy schedule of mentors. Conclusions: The MUII-plus mentorship programme has strong potential to offer research and career mentorship to its fellows. To promote sustainability of the programme, there is a need for innovative ways to engage mentors; such as digital platforms (e-mentorship) for greater mentor-mentee interactions.
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Jones JH, Pisor AC, Douglass KG, Bird RB, Ready E, Hazel A, Hackman J, Kramer KL, Kohler TA, Pontzer H, Towner MC. How can evolutionary and biological anthropologists engage broader audiences? Am J Hum Biol 2021; 33:e23592. [PMID: 33751710 DOI: 10.1002/ajhb.23592] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/15/2020] [Revised: 02/25/2021] [Accepted: 02/26/2021] [Indexed: 01/03/2023] Open
Abstract
OBJECTIVES With our diverse training, theoretical and empirical toolkits, and rich data, evolutionary and biological anthropologists (EBAs) have much to contribute to research and policy decisions about climate change and other pressing social issues. However, we remain largely absent from these critical, ongoing efforts. Here, we draw on the literature and our own experiences to make recommendations for how EBAs can engage broader audiences, including the communities with whom we collaborate, a more diverse population of students, researchers in other disciplines and the development sector, policymakers, and the general public. These recommendations include: (1) playing to our strength in longitudinal, place-based research, (2) collaborating more broadly, (3) engaging in greater public communication of science, (4) aligning our work with open-science practices to the extent possible, and (5) increasing diversity of our field and teams through intentional action, outreach, training, and mentorship. CONCLUSIONS We EBAs need to put ourselves out there: research and engagement are complementary, not opposed to each other. With the resources and workable examples we provide here, we hope to spur more EBAs to action.
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Affiliation(s)
- James Holland Jones
- Department of Earth System Science, Stanford University, Stanford, California, USA
| | - Anne C Pisor
- Department of Anthropology, Washington State University, Pullman, Washington, USA.,Department of Human Behavior, Ecology, and Culture, Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany
| | - Kristina G Douglass
- Department of Anthropology, Pennsylvania State University, University Park, Pennsylvania, USA
| | - Rebecca Bliege Bird
- Department of Anthropology, Pennsylvania State University, University Park, Pennsylvania, USA
| | - Elspeth Ready
- Department of Human Behavior, Ecology, and Culture, Max Planck Institute for Evolutionary Anthropology, Leipzig, Germany
| | - Ashley Hazel
- Department of Earth System Science, Stanford University, Stanford, California, USA
| | - Joseph Hackman
- Department of Anthropology, University of Utah, Salt Lake City, Utah, USA
| | - Karen L Kramer
- Department of Anthropology, University of Utah, Salt Lake City, Utah, USA
| | - Timothy A Kohler
- Department of Anthropology, Washington State University, Pullman, Washington, USA.,Santa Fe Institute, Santa Fe, New Mexico, USA.,Crow Canyon Archaeological Center, Cortez, Colorado, USA
| | - Herman Pontzer
- Department of Evolutionary Anthropology, Duke University, Durham, North Carolina, USA
| | - Mary C Towner
- Department of Integrative Biology, Oklahoma State University, Stillwater, Oklahoma, USA
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The mentoring relation as an interpersonal process in EDUCATE: A qualitative case study of mentor–mentee perspectives. RESEARCH FOR ALL 2021. [DOI: 10.14324/rfa.05.1.04] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/18/2022]
Abstract
The EDUCATE research-based accelerator employs academic mentors to support entrepreneurs to use research in the development of educational technology. Mentorship is a common feature of business accelerators, yet only a few empirical studies have shown or analysed the relationship and how it influences business success outcomes. In EDUCATE, the mentorship adopts a unique approach by focusing the relationship on goals and evidence-based knowledge exchange concerning educational technology. Examining previous literature on mentorship and exploring the novel features of EDUCATE, a qualitative case study was conducted using a semi-structured interview with a mentor and mentee within the programme. Although this was a limited study of only one dyad mentor−mentee relationship, the research elicits findings that may be of interest for future research. The study highlights the importance of the interpersonal process of mentorship, and advances understanding of what constructs effective mentorship relationships for accelerators. Findings suggest that from the perspective of the mentee, the psychosocial function forms a big component of the relationship. Concepts such as trust, decision-making, personality and self-efficacy arise in the analysis. In contrast, the mentor focuses on career functions and aspects of the programme such as frequency of interaction and knowledge about research. In addition, structured goals within the relationship seem to help the research activities expected in the accelerator. In conclusion, mentorship within EDUCATE is key for the programme, the psychosocial functions in the relationship are critical for entrepreneur satisfaction and, consequently, the integration of research and practice. Constructs such as trust and personality are worth exploring as components within training of the psychosocial aspect of mentors’ activity, as opposed to the traditional view of expert and experienced mentors, often acquired in business accelerators. The analysis of the interpersonal process is of importance to further understand the definition of ‘good mentor’ within formal mentoring programmes for evaluation purposes.
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For the Sustainable Development of Universities: Exploring the External Factors Impacting Returned Early Career Academic’s Research Performance in China. SUSTAINABILITY 2021. [DOI: 10.3390/su13031333] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Early career academics are the key agents for the sustainable development of higher education institutions. In China, those who were educated overseas and have returned to Chinese universities to seek academic positions are becoming a fast-growing group. Good research performance is critical to survive in the increasingly competitive environment in academia. Improving research performance requires an understanding of the factors that facilitate or inhibit research performance. In the light of Bronfenbrenner’s ecological systems theory, this study, using a mixed-method design (20 interviewees and 136 respondents), elaborates on a number of external factors affecting returned early career academics’ research performance. Understanding these factors is helpful for the building of a favorable environment that can improve the research performance of the returned early career academics, and hence the sustainable development of universities.
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