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Gichane MW, Griesemer I, Cubanski L, Egbuogu B, McInnes DK, Garvin LA. Increasing Diversity, Equity, and Inclusion in the Health and Health Services Research Workforce: A Systematic Scoping Review. J Gen Intern Med 2024:10.1007/s11606-024-09041-w. [PMID: 39320587 DOI: 10.1007/s11606-024-09041-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/16/2024] [Accepted: 09/10/2024] [Indexed: 09/26/2024]
Abstract
Health and health services research institutions seek to increase diversity, equity, and inclusion (DEI) to overcome structural bias. The objective of this review is to identify, characterize, and evaluate programs aimed to strengthen DEI in the health and health services research workforces. We conducted a systematic scoping review of literature of 2012-2022 North American peer-reviewed empirical studies in PubMed and Embase using the Arksey and O'Malley approach. This review identified 62 programs that varied in focus, characteristics, and outcomes. Programs focused on supporting a spectrum of underrepresented groups based on race/ethnicity, gender identity, sexual orientation, disability status, and socioeconomic status. The majority of programs targeted faculty/investigators, compared to other workforce roles. Most programs were 1 year in length or less. The practices employed within programs included skills building, mentoring, and facilitating the development of social networks. To support program infrastructure, key strategies included supportive leadership, inclusive climate, resource allocation, and community engagement. Most programs evaluated success based on shorter-term metrics such as the number of grants submitted and manuscripts published. Relatively few programs collected long-term outcomes on workforce pathway outcomes including hiring, promotion, and retention. This systematic scoping review outlined prevalent practices to advance DEI in the health and health services research field. As DEI programs proliferate, more work is needed by research universities, institutes, and funders to realign institutional culture and structures, expand resources, advance measurement, and increase opportunities for underrepresented groups at every career stage.
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Affiliation(s)
- Margaret W Gichane
- Department of Obstetrics, Gynecology & Reproductive Sciences, University of California, San Francisco, CA, USA.
| | - Ida Griesemer
- White River Junction VA Medical Center, Hartford, VT, USA
| | - Leah Cubanski
- Georgetown University Law Center, Washington, D.C., USA
| | - Blessing Egbuogu
- U.S. Department of Veterans Affairs, HSR&D Center for Healthcare Organization and Implementation Research, Washington, D.C., USA
- VA Bedford Healthcare System, Bedford, MA, USA
| | - D Keith McInnes
- U.S. Department of Veterans Affairs, HSR&D Center for Healthcare Organization and Implementation Research, Washington, D.C., USA
- VA Bedford Healthcare System, Bedford, MA, USA
- Department of Health Law, Policy and Management, Boston University School of Public Health, Boston, MA, USA
| | - Lynn A Garvin
- U.S. Department of Veterans Affairs, HSR&D Center for Healthcare Organization and Implementation Research, Washington, D.C., USA
- Department of Health Law, Policy and Management, Boston University School of Public Health, Boston, MA, USA
- VA Boston Healthcare System, Boston, MA, USA
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2
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Geyer PK, Hoffmann DS, Barr JY, Widmayer HA, Blaumueller CM. Granting access: Development of a formal course to demystify and promote predoctoral fellowship applications for graduate students. PLoS One 2024; 19:e0301480. [PMID: 38669240 PMCID: PMC11051599 DOI: 10.1371/journal.pone.0301480] [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: 12/27/2023] [Accepted: 03/16/2024] [Indexed: 04/28/2024] Open
Abstract
Strong scientific writing skills are the foundation of a successful research career and require training and practice. Although these skills are critical for completing a PhD, most students receive little formal writing instruction prior to joining a graduate program. In 2015, the University of Iowa Medical Scientist Training Program (MSTP) addressed this issue by developing the scientific writing course Grant Writing Basics (GWB). Here we describe the structure of this course and its effectiveness. GWB is an interactive, workshop-based course that uses a National Institutes of Health (NIH) F30 predoctoral fellowship proposal as a platform for building writing expertise. GWB incorporates established pedagogical principles of adult learning, including flipped classrooms, peer teaching, and reiterative evaluation. Time spent in class centers on active student analysis of previously submitted fellowship applications, discussion of writing resources, active writing, facilitated small group discussion of critiques of student writing samples, revision, and a discussion with a panel of experienced study section members and a student who completed a fellowship submission. Outcomes of GWB include a substantial increase in the number of applications submitted and fellowships awarded. Rigorous evaluation provides evidence that learning objectives were met and that students gained confidence in both their scientific writing skills and their ability to give constructive feedback. Our findings show that investment in formal training in written scientific communication provides a foundation for good writing habits, and the knowledge and skills needed to succeed in this vital aspect of a scientific research career. Furthermore, they highlight that evaluation is valuable in guiding course evolution. Strategies embedded in GWB can be adapted for use in any graduate program to advance scientific writing skills among its trainees.
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Affiliation(s)
- Pamela K. Geyer
- Department of Biochemistry and Molecular Biology, University of Iowa, Iowa City, Iowa, United States of America
- Medical Scientist Training Program, University of Iowa, Iowa City, Iowa, United States of America
| | - Darren S. Hoffmann
- Medical Scientist Training Program, University of Iowa, Iowa City, Iowa, United States of America
- Department of Anatomy and Cell Biology, University of Iowa, Iowa City, Iowa, United States of America
| | - Jennifer Y. Barr
- Scientific Editing and Research Communication Core, Carver College of Medicine, University of Iowa, Iowa City, Iowa, United States of America
| | - Heather A. Widmayer
- Scientific Editing and Research Communication Core, Carver College of Medicine, University of Iowa, Iowa City, Iowa, United States of America
| | - Christine M. Blaumueller
- Scientific Editing and Research Communication Core, Carver College of Medicine, University of Iowa, Iowa City, Iowa, United States of America
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3
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Schaller MD. Efficacy of Centers of Biomedical Research Excellence (CoBRE) grants to build research capacity in underrepresented states. FASEB J 2024; 38:e23560. [PMID: 38498349 DOI: 10.1096/fj.202301610r] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Revised: 01/17/2024] [Accepted: 03/01/2024] [Indexed: 03/20/2024]
Abstract
Federal funding for research has immediate and long-term economic impact. Since federal research funding is regionally concentrated and not geographically distributed, the benefits are not fully realized in some regions of the country. The Established (previously Experimental) Program to Stimulate Competitive Research (EPSCoR) programs at several agencies, for example, the National Science Foundation, and the Institutional Development Award (IDeA) program at the National Institutes of Health were created to increase competitiveness for funding in states with historically low levels of federal funding. The Centers of Biomedical Research Excellence (CoBRE) award program is a component of the IDeA program. The CoBRE grants support research core facilities to develop research infrastructure. These grants also support the research projects of junior investigators, under the guidance of mentoring teams of senior investigators, to develop human resources at these institutions. Few studies have assessed the effectiveness of these programs. This study examines the investment and outcomes of the CoBRE grants from 2000 through 2022. The maturation of junior investigators into independently funded principal investigators is comparable to other mentoring programs supported by NIH. The investment in research cores resulted in substantial research productivity, measured by publications. Despite the successes of individual investigators and increased research infrastructure and productivity, the geographic distribution of federal and NIH research dollars has not changed. These results will be informative in consideration of policies designed to enhance the geographic distribution of federal research dollars.
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Affiliation(s)
- Michael D Schaller
- Department of Biochemistry and Molecular Medicine, West Virginia University School of Medicine, Morgantown, West Virginia, USA
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Schaller MD. Efficacy of Centers of Biomedical Research Excellence (CoBRE) Grants to Build Research Capacity in Underrepresented States. BIORXIV : THE PREPRINT SERVER FOR BIOLOGY 2024:2023.08.02.551624. [PMID: 37577479 PMCID: PMC10418214 DOI: 10.1101/2023.08.02.551624] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 08/15/2023]
Abstract
Federal funding for research has immediate and long-term economic impact. Since federal research funding is regionally concentrated and not geographically distributed, the benefits are not fully realized in some regions of the country. The Established (previously Experimental) Program to Stimulate Competitive Research (EPSCoR) programs at several agencies, e.g. the National Science Foundation, and the Institutional Development Award (IDeA) program at the National Institutes of Health were created to increase competitiveness for funding in states with historically low levels of federal funding. The Centers of Biomedical Research Excellence (CoBRE) award program is a component of the IDeA program. The CoBRE grants support research core facilities to develop research infrastructure. These grants also support the research projects of junior investigators, under the guidance of mentoring teams of senior investigators, to develop human resources at these institutions. Few studies have assessed the effectiveness of these programs. This study examines the investment and outcomes of the CoBRE grants from 2000 through 2022. The maturation of junior investigators into independently funded principal investigators is comparable to other mentoring programs supported by NIH. The investment in research cores resulted in substantial research productivity, measured by publications. Despite the successes of individual investigators and increase research infrastructure and productivity, the geographic distribution of federal and NIH research dollars has not changed. These results will be informative in consideration of policies designed to enhance the geographic distribution of federal research dollars.
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Affiliation(s)
- Michael D Schaller
- Department of Biochemistry and Molecular Medicine, West Virginia University School of Medicine, Morgantown, West Virginia 26506
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Mines A. Six tips for successful grant writing. JAAPA 2023; 36:37-39. [PMID: 37989168 DOI: 10.1097/01.jaa.0000991356.86042.d1] [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: 11/23/2023]
Abstract
ABSTRACT Physician associates/assistants (PAs) are poised to be excellent grant writers for local projects that can improve access to quality care and improve the finances of historically underserved, urban, and rural healthcare communities. Because grant writing focuses on the dream of what is possible with funding, it contrasts with other forms of medical writing, which focus on past findings. This article aims to introduce PAs to six steps that can help them with grant writing, with a goal of improving patient care or starting community outreach projects.
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Affiliation(s)
- Ashley Mines
- Ashley Mines practices at Northwest Colorado Health in Craig, Colo. The author has disclosed no potential conflicts of interest, financial or otherwise
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Neikirk K, Barongan T, Shao B, Spencer EC, Kabugi K, Conley Z, Vang L, Vue M, Vang N, Garza-Lopez E, Crabtree A, Alexander S, Beasley HK, Marshall AG, Killion M, Stephens D, Owens B, Martinez D, Palavicino-Maggio CB, Jenkins F, Vang C, Morton DJ, Shuler H, Murray SA, Damo S, Vue Z, Hinton Jr A. A pilot study on our non-traditional, varied writing accountability group for historically excluded and underrepresented persons in STEMM. Heliyon 2023; 9:e22335. [PMID: 38144282 PMCID: PMC10746396 DOI: 10.1016/j.heliyon.2023.e22335] [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: 05/09/2023] [Revised: 11/06/2023] [Accepted: 11/09/2023] [Indexed: 12/26/2023] Open
Abstract
Underrepresented faculty have higher burnout rates and lower grant attainment rates when compared with their non-minority counterparts. Many in science, technology, engineering, mathematics, and medicine (STEMM) disciplines, including underrepresented individuals, often have difficulty dedicating time to the writing process, with trainees often being relegated to laboratory tasks in their training years, resulting in a lack of practice in academic writing. Notably, past studies have shown that grant attainment rates of underrepresented individuals are lower than their majority counterparts. Here, we sought to consider a mechanism targeted to underrepresented individuals, although applicable to everyone, to help overcome traditional barriers to writing in STEMM. The authors have hosted a writing accountability group (WAG) that uniquely provides a format focused on physical activity and different forms of writing to strengthen both career development and award/funding attainment. Our objectives were to evaluate this unique format, thus creating a resource for individuals and institutions to learn about WAGs and expand upon the framework to formulate their own WAG. To do this, we performed a small pilot study (n = 21) to investigate attitudes towards the WAG. We present the results of a survey conducted among underrepresented WAG participants, which spanned different career stages and was highly diverse demographically. Our results show that following attendance of our WAG, individuals did not note a significant change in scales pertaining to John Henryism (high-effort coping), resilience, sense of belonging, or grit. However, significant increases were noted in the self-perceived ability to handle stress, confidence in applying for awards, appreciation for mentoring, and satisfaction of WAGs. Taken together, the results of this study suggest that our unique WAG format can have some positive results as a career and writing development opportunity and may be able to support underrepresented individuals in attaining funding at higher education institutions.
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Affiliation(s)
- Kit Neikirk
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Taylor Barongan
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Bryanna Shao
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Elsie C. Spencer
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
- Teachers College, Columbia University, New York, NY, USA
| | - Kinutha Kabugi
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Zachary Conley
- Collaborative for STEM Education and Outreach, Department of Teaching and Learning, Vanderbilt University, Nashville, TN, USA
| | - Larry Vang
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Mein Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Nancy Vang
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | | | - Amber Crabtree
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Stefanie Alexander
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Heather K. Beasley
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Andrea G. Marshall
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Mason Killion
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Dominique Stephens
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
- Department of Life and Physical Sciences, Fisk University, Nashville, TN, USA
| | - Beverly Owens
- Department of Chemistry, Cleveland Early College High School, Shelby, NC, USA
| | - Denise Martinez
- Office of Diversity, Equity, and Inclusion, University of Iowa Roy J. and Lucille A. Carver College of Medicine, Iowa City, IA, USA
| | | | - Felysha Jenkins
- Department of Basic Sciences, Office of Diversity, Equity, and Inclusion, Vanderbilt School of Medicine, Nashville, TN, USA
| | - Chia Vang
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
- Counseling Department, New Highlands University, Las Vegas, NM, USA
| | - Derrick J. Morton
- Kaiser Permanente Bernard J. Tyson School of Medicine, Department of Biomedical Science, Pasadena, CA, USA
- Department of Biological Sciences, University of Southern California, Los Angeles, CA, USA
| | - Haysetta Shuler
- Department of Biological Sciences, Winston-Salem State University, Winston-Salem, NC, USA
| | - Sandra A. Murray
- Department of Cell Biology, University of Pittsburgh, Pittsburgh, PA, USA
| | - Steven Damo
- Department of Life and Physical Sciences, Fisk University, Nashville, TN, USA
| | - Zer Vue
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
| | - Antentor Hinton Jr
- Department of Molecular Physiology and Biophysics, Vanderbilt University, Nashville, TN, USA
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7
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Avila AH, Weixelbaum JH, Goggans KR, Compton WM. The national institute on drug abuse diversity scholars network: success for a diverse addiction science workforce. Neuropsychopharmacology 2023; 48:1963-1967. [PMID: 37726356 PMCID: PMC10584943 DOI: 10.1038/s41386-023-01733-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/17/2023] [Revised: 08/31/2023] [Accepted: 09/01/2023] [Indexed: 09/21/2023]
Abstract
There is a well-known lack of diversity in many Science, Technology, Engineering, and Mathematics (STEM) fields. The gap in awarded National Institutes of Health (NIH) grants for scientists from underrepresented populations at the early stages of their careers contributes significantly to this lack of diversity. The National Institute on Drug Abuse (NIDA) Diversity Scholars Network (NDSN) program implemented a new model in 2016 to provide support to underrepresented early-career investigators (ECIs) by equipping them to navigate the competitive NIH grant process. NDSN has a demonstrable track record of providing equity through educational opportunities by enhancing the grant funding success of participants. Of 59 participants from 2016 through 2021, 53% received funding within the first two years after completing the program and 69% by four years. NDSN scholars surmount systemic funding barriers by building relationships with scientific coaches, mentors, NIDA Program Officials and intentionally engaging in network building, which all contribute to the funding success of ECIs. NIDA's NDSN program provides a model for retaining underrepresented ECIs that not only benefits individual scholars, but also the institutions they serve and society as a whole.
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Affiliation(s)
- Albert H Avila
- National Institute of Biomedical Imaging and Bioengineering, Bethesda, MD, USA
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Widge AS, Jordan A, Kraguljac NV, Sullivan CRP, Wilson S, Benton TD, Alpert JE, Carpenter LL, Krystal JH, Nemeroff CB, Dzirasa K. Structural Racism in Psychiatric Research Careers: Eradicating Barriers to a More Diverse Workforce. Am J Psychiatry 2023; 180:645-659. [PMID: 37073513 PMCID: PMC11227892 DOI: 10.1176/appi.ajp.20220685] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 04/20/2023]
Abstract
Investigators from minoritized backgrounds are underrepresented in psychiatric research. That underrepresentation contributes to disparities in outcomes of access to mental health care. Drawing on lived experience, scholarly qualitative reports, and empirical data, the authors review how the underrepresentation of minoritized researchers arises from interlocking, self-reinforcing effects of structural biases in our research training and funding institutions. Minoritized researchers experience diminished early access to advanced training and opportunities, stereotype threats and microaggressions, isolation due to lack of peers and senior mentors, decreased access to early funding, and unique community and personal financial pressures. These represent structural racism-a system of institutional assumptions and practices that perpetuates race-based disparities, in spite of those institutions' efforts to increase diversity and in contradiction to the values that academic leaders outwardly espouse. The authors further review potential approaches to reversing these structural biases, including undergraduate-focused research experiences, financial support for faculty who lead training/mentoring programs, targeted mentoring through scholarly societies, better use of federal diversity supplement funding, support for scientific reentry, cohort building, diversity efforts targeting senior leadership, and rigorous examination of hiring, compensation, and promotion practices. Several of these approaches have empirically proven best practices and models for dissemination. If implemented alongside outcome measurement, they have the potential to reverse decades of structural bias in psychiatry and psychiatric research.
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Affiliation(s)
- Alik S Widge
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis (Widge, Sullivan, Wilson); Department of Psychiatry, New York University Grossman School of Medicine, New York (Jordan); Department of Psychiatry and Behavioral Neurobiology, University of Alabama at Birmingham, Birmingham (Kraguljac); Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children's Hospital of Philadelphia, Philadelphia (Benton); Department of Psychiatry and Behavioral Sciences, Montefiore Medical Center and Albert Einstein College of Medicine, New York (Alpert); Butler Hospital and Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, R.I. (Carpenter); Department of Psychiatry, Yale University School of Medicine, New Haven, Conn. (Krystal); Department of Psychiatry and Behavioral Sciences, Dell Medical School, University of Texas at Austin, Austin (Nemeroff); Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, N.C., and Howard Hughes Medical Institute, Chevy Chase, Md. (Dzirasa)
| | - Ayana Jordan
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis (Widge, Sullivan, Wilson); Department of Psychiatry, New York University Grossman School of Medicine, New York (Jordan); Department of Psychiatry and Behavioral Neurobiology, University of Alabama at Birmingham, Birmingham (Kraguljac); Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children's Hospital of Philadelphia, Philadelphia (Benton); Department of Psychiatry and Behavioral Sciences, Montefiore Medical Center and Albert Einstein College of Medicine, New York (Alpert); Butler Hospital and Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, R.I. (Carpenter); Department of Psychiatry, Yale University School of Medicine, New Haven, Conn. (Krystal); Department of Psychiatry and Behavioral Sciences, Dell Medical School, University of Texas at Austin, Austin (Nemeroff); Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, N.C., and Howard Hughes Medical Institute, Chevy Chase, Md. (Dzirasa)
| | - Nina V Kraguljac
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis (Widge, Sullivan, Wilson); Department of Psychiatry, New York University Grossman School of Medicine, New York (Jordan); Department of Psychiatry and Behavioral Neurobiology, University of Alabama at Birmingham, Birmingham (Kraguljac); Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children's Hospital of Philadelphia, Philadelphia (Benton); Department of Psychiatry and Behavioral Sciences, Montefiore Medical Center and Albert Einstein College of Medicine, New York (Alpert); Butler Hospital and Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, R.I. (Carpenter); Department of Psychiatry, Yale University School of Medicine, New Haven, Conn. (Krystal); Department of Psychiatry and Behavioral Sciences, Dell Medical School, University of Texas at Austin, Austin (Nemeroff); Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, N.C., and Howard Hughes Medical Institute, Chevy Chase, Md. (Dzirasa)
| | - Christi R P Sullivan
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis (Widge, Sullivan, Wilson); Department of Psychiatry, New York University Grossman School of Medicine, New York (Jordan); Department of Psychiatry and Behavioral Neurobiology, University of Alabama at Birmingham, Birmingham (Kraguljac); Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children's Hospital of Philadelphia, Philadelphia (Benton); Department of Psychiatry and Behavioral Sciences, Montefiore Medical Center and Albert Einstein College of Medicine, New York (Alpert); Butler Hospital and Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, R.I. (Carpenter); Department of Psychiatry, Yale University School of Medicine, New Haven, Conn. (Krystal); Department of Psychiatry and Behavioral Sciences, Dell Medical School, University of Texas at Austin, Austin (Nemeroff); Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, N.C., and Howard Hughes Medical Institute, Chevy Chase, Md. (Dzirasa)
| | - Saydra Wilson
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis (Widge, Sullivan, Wilson); Department of Psychiatry, New York University Grossman School of Medicine, New York (Jordan); Department of Psychiatry and Behavioral Neurobiology, University of Alabama at Birmingham, Birmingham (Kraguljac); Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children's Hospital of Philadelphia, Philadelphia (Benton); Department of Psychiatry and Behavioral Sciences, Montefiore Medical Center and Albert Einstein College of Medicine, New York (Alpert); Butler Hospital and Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, R.I. (Carpenter); Department of Psychiatry, Yale University School of Medicine, New Haven, Conn. (Krystal); Department of Psychiatry and Behavioral Sciences, Dell Medical School, University of Texas at Austin, Austin (Nemeroff); Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, N.C., and Howard Hughes Medical Institute, Chevy Chase, Md. (Dzirasa)
| | - Tami D Benton
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis (Widge, Sullivan, Wilson); Department of Psychiatry, New York University Grossman School of Medicine, New York (Jordan); Department of Psychiatry and Behavioral Neurobiology, University of Alabama at Birmingham, Birmingham (Kraguljac); Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children's Hospital of Philadelphia, Philadelphia (Benton); Department of Psychiatry and Behavioral Sciences, Montefiore Medical Center and Albert Einstein College of Medicine, New York (Alpert); Butler Hospital and Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, R.I. (Carpenter); Department of Psychiatry, Yale University School of Medicine, New Haven, Conn. (Krystal); Department of Psychiatry and Behavioral Sciences, Dell Medical School, University of Texas at Austin, Austin (Nemeroff); Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, N.C., and Howard Hughes Medical Institute, Chevy Chase, Md. (Dzirasa)
| | - Jonathan E Alpert
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis (Widge, Sullivan, Wilson); Department of Psychiatry, New York University Grossman School of Medicine, New York (Jordan); Department of Psychiatry and Behavioral Neurobiology, University of Alabama at Birmingham, Birmingham (Kraguljac); Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children's Hospital of Philadelphia, Philadelphia (Benton); Department of Psychiatry and Behavioral Sciences, Montefiore Medical Center and Albert Einstein College of Medicine, New York (Alpert); Butler Hospital and Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, R.I. (Carpenter); Department of Psychiatry, Yale University School of Medicine, New Haven, Conn. (Krystal); Department of Psychiatry and Behavioral Sciences, Dell Medical School, University of Texas at Austin, Austin (Nemeroff); Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, N.C., and Howard Hughes Medical Institute, Chevy Chase, Md. (Dzirasa)
| | - Linda L Carpenter
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis (Widge, Sullivan, Wilson); Department of Psychiatry, New York University Grossman School of Medicine, New York (Jordan); Department of Psychiatry and Behavioral Neurobiology, University of Alabama at Birmingham, Birmingham (Kraguljac); Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children's Hospital of Philadelphia, Philadelphia (Benton); Department of Psychiatry and Behavioral Sciences, Montefiore Medical Center and Albert Einstein College of Medicine, New York (Alpert); Butler Hospital and Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, R.I. (Carpenter); Department of Psychiatry, Yale University School of Medicine, New Haven, Conn. (Krystal); Department of Psychiatry and Behavioral Sciences, Dell Medical School, University of Texas at Austin, Austin (Nemeroff); Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, N.C., and Howard Hughes Medical Institute, Chevy Chase, Md. (Dzirasa)
| | - John H Krystal
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis (Widge, Sullivan, Wilson); Department of Psychiatry, New York University Grossman School of Medicine, New York (Jordan); Department of Psychiatry and Behavioral Neurobiology, University of Alabama at Birmingham, Birmingham (Kraguljac); Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children's Hospital of Philadelphia, Philadelphia (Benton); Department of Psychiatry and Behavioral Sciences, Montefiore Medical Center and Albert Einstein College of Medicine, New York (Alpert); Butler Hospital and Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, R.I. (Carpenter); Department of Psychiatry, Yale University School of Medicine, New Haven, Conn. (Krystal); Department of Psychiatry and Behavioral Sciences, Dell Medical School, University of Texas at Austin, Austin (Nemeroff); Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, N.C., and Howard Hughes Medical Institute, Chevy Chase, Md. (Dzirasa)
| | - Charles B Nemeroff
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis (Widge, Sullivan, Wilson); Department of Psychiatry, New York University Grossman School of Medicine, New York (Jordan); Department of Psychiatry and Behavioral Neurobiology, University of Alabama at Birmingham, Birmingham (Kraguljac); Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children's Hospital of Philadelphia, Philadelphia (Benton); Department of Psychiatry and Behavioral Sciences, Montefiore Medical Center and Albert Einstein College of Medicine, New York (Alpert); Butler Hospital and Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, R.I. (Carpenter); Department of Psychiatry, Yale University School of Medicine, New Haven, Conn. (Krystal); Department of Psychiatry and Behavioral Sciences, Dell Medical School, University of Texas at Austin, Austin (Nemeroff); Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, N.C., and Howard Hughes Medical Institute, Chevy Chase, Md. (Dzirasa)
| | - Kafui Dzirasa
- Department of Psychiatry and Behavioral Sciences, University of Minnesota, Minneapolis (Widge, Sullivan, Wilson); Department of Psychiatry, New York University Grossman School of Medicine, New York (Jordan); Department of Psychiatry and Behavioral Neurobiology, University of Alabama at Birmingham, Birmingham (Kraguljac); Department of Child and Adolescent Psychiatry and Behavioral Sciences, Children's Hospital of Philadelphia, Philadelphia (Benton); Department of Psychiatry and Behavioral Sciences, Montefiore Medical Center and Albert Einstein College of Medicine, New York (Alpert); Butler Hospital and Department of Psychiatry and Human Behavior, Alpert Medical School of Brown University, Providence, R.I. (Carpenter); Department of Psychiatry, Yale University School of Medicine, New Haven, Conn. (Krystal); Department of Psychiatry and Behavioral Sciences, Dell Medical School, University of Texas at Austin, Austin (Nemeroff); Department of Psychiatry and Behavioral Sciences, Duke University School of Medicine, Durham, N.C., and Howard Hughes Medical Institute, Chevy Chase, Md. (Dzirasa)
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9
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McRae-Clark AL, Brady KT, Lee-Chavarria D, McGinty JF, Gray KM, Wrangle J, Chimowitz M. Novel Collaborations Across Training Programs to Support Mentoring in Sex Differences Research. J Womens Health (Larchmt) 2023; 32:865-868. [PMID: 37585508 PMCID: PMC10457641 DOI: 10.1089/jwh.2023.0004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 08/18/2023] Open
Abstract
There is a critical need to develop a capable and well-trained workforce dedicated to the systematic study of sex differences and examination of sex as a biological variable. Through the support of the Office of Research on Women's Health and partner National Institute of Health centers, the Specialized Centers of Research Excellence (SCORE) on Sex Differences Career Enhancement Cores (CECs) were established to help address this need. We describe the integration of the Medical University of South Carolina SCORE CEC with other National Institutes of Health (NIH)-funded and institutional training programs to promote training synergies, share resources, and enhance mentorship opportunities. Benefits of developing an intrainstitutional training platform have included facilitating cross-disciplinary interactions, encouragement of peer mentorship, and reduced burden on training program leadership.
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Affiliation(s)
- Aimee L. McRae-Clark
- Department of Psychiatry, Medical University of South Carolina, Charleston, South Carolina, USA
| | - Kathleen T. Brady
- Department of Psychiatry, Medical University of South Carolina, Charleston, South Carolina, USA
| | - Diana Lee-Chavarria
- Department of Psychiatry, Medical University of South Carolina, Charleston, South Carolina, USA
| | - Jacqueline F. McGinty
- Department of Psychiatry, Medical University of South Carolina, Charleston, South Carolina, USA
| | - Kevin M. Gray
- Department of Psychiatry, Medical University of South Carolina, Charleston, South Carolina, USA
| | - John Wrangle
- Department of Psychiatry, Medical University of South Carolina, Charleston, South Carolina, USA
| | - Marc Chimowitz
- Department of Psychiatry, Medical University of South Carolina, Charleston, South Carolina, USA
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10
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Mubasher M, Pearson T, Idris MY, Lawson K, Holmes J, Pemu P, Baez A, Stiles JK, Salazar MS, Thompson WE, Quarshie A, Caplan LS, Strekalova Y, Ofili E. The Role of Mock Reviewing Sessions in the National Research Mentoring Network Strategic Empowerment Tailored for Health Equity Investigators: A Randomized Controlled Study. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:5738. [PMID: 37174259 PMCID: PMC10178093 DOI: 10.3390/ijerph20095738] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/30/2022] [Revised: 03/07/2023] [Accepted: 03/13/2023] [Indexed: 05/15/2023]
Abstract
The National Research Mentoring Network (NRMN) Strategic Empowerment Tailored for Health Equity Investigators (SETH) study evaluates the value of adding Developmental Network to Coaching in the career advancement of diverse Early-Stage Investigators (ESIs). Focused NIH-formatted Mock Reviewing Sessions (MRS) prior to the submission of grants can significantly enhance the scientific merits of an ESI's grant application. We evaluated the most prevalent design, analysis-related factors, and the likelihood of grant submissions and awards associated with going through MRS, using descriptive statistics, Chi-square, and logistic regression methods. A total of 62 out of 234 applications went through the MRS. There were 69.4% that pursued R grants, 22.6% career development (K) awards, and 8.0% other grant mechanisms. Comparing applications that underwent MRS versus those that did not (N = 172), 67.7% vs. 38.4% were submitted for funding (i.e., unadjusted difference of 29.3%; OR = 4.8, 95% CI = (2.4, 9.8), p-value < 0.0001). This indicates that, relative to those who did not undergo MRS, ESIs who did, were 4.8 times as likely to submit an application for funding. Also, ESIs in earlier cohorts (1-2) (a period that coincided with the pre COVID-19 era) as compared to those who were recruited at later cohorts (3-4) (i.e., during the peak of COVID-19 period) were 3.8 times as likely to submit grants (p-value < 0.0001). The most prevalent issues that were identified included insufficient statistical design considerations and plans (75%), conceptual framework (28.3%), specific aims (11.7%), evidence of significance (3.3%), and innovation (3.3%). MRS potentially enhances grant submissions for extramural funding and offers constructive feedback allowing for modifications that enhance the scientific merits of research grants.
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Affiliation(s)
- Mohamed Mubasher
- Department of Community Health & Preventive Medicne, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Thomas Pearson
- Department of Epidemiology and Health Services Research, University of Florida, Gainesville, FL 32611, USA
| | - Muhammed Y. Idris
- Department of Community Health & Preventive Medicne, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Kimberly Lawson
- Department of Community Health & Preventive Medicne, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Jada Holmes
- Department of Community Health & Preventive Medicne, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Priscilla Pemu
- Department of Community Health & Preventive Medicne, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Adriana Baez
- Department of Pharmacology and Otolaryngology, School of Medicine, University of Puerto Rico, San Juan, PR 00925, USA
| | - Jonathan K. Stiles
- Department of Community Health & Preventive Medicne, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Maritza S. Salazar
- Department of Organization and Management, University of California, Irvine, CA 92697, USA
| | - Winston E. Thompson
- Department of Community Health & Preventive Medicne, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Alexander Quarshie
- Department of Community Health & Preventive Medicne, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Lee S. Caplan
- Department of Community Health & Preventive Medicne, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Yulia Strekalova
- Department of Epidemiology and Health Services Research, University of Florida, Gainesville, FL 32611, USA
| | - Elizabeth Ofili
- Department of Community Health & Preventive Medicne, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
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11
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Schmaling KB, Gallo SA. Gender differences in peer reviewed grant applications, awards, and amounts: a systematic review and meta-analysis. Res Integr Peer Rev 2023; 8:2. [PMID: 37131184 PMCID: PMC10155348 DOI: 10.1186/s41073-023-00127-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/09/2022] [Accepted: 02/03/2023] [Indexed: 05/04/2023] Open
Abstract
BACKGROUND Differential participation and success in grant applications may contribute to women's lesser representation in the sciences. This study's objective was to conduct a systematic review and meta-analysis to address the question of gender differences in grant award acceptance rates and reapplication award acceptance rates (potential bias in peer review outcomes) and other grant outcomes. METHODS The review was registered on PROSPERO (CRD42021232153) and conducted in accordance with PRISMA 2020 standards. We searched Academic Search Complete, PubMed, and Web of Science for the timeframe 1 January 2005 to 31 December 2020, and forward and backward citations. Studies were included that reported data, by gender, on any of the following: grant applications or reapplications, awards, award amounts, award acceptance rates, or reapplication award acceptance rates. Studies that duplicated data reported in another study were excluded. Gender differences were investigated by meta-analyses and generalized linear mixed models. Doi plots and LFK indices were used to assess reporting bias. RESULTS The searches identified 199 records, of which 13 were eligible. An additional 42 sources from forward and backward searches were eligible, for a total of 55 sources with data on one or more outcomes. The data from these studies ranged from 1975 to 2020: 49 sources were published papers and six were funders' reports (the latter were identified by forwards and backwards searches). Twenty-nine studies reported person-level data, 25 reported application-level data, and one study reported both: person-level data were used in analyses. Award acceptance rates were 1% higher for men, which was not significantly different from women (95% CI 3% more for men to 1% more for women, k = 36, n = 303,795 awards and 1,277,442 applications, I2 = 84%). Reapplication award acceptance rates were significantly higher for men (9%, 95% CI 18% to 1%, k = 7, n = 7319 applications and 3324 awards, I2 = 63%). Women received smaller award amounts (g = -2.28, 95% CI -4.92 to 0.36, k = 13, n = 212,935, I2 = 100%). CONCLUSIONS The proportions of women that applied for grants, re-applied, accepted awards, and accepted awards after reapplication were less than the proportion of eligible women. However, the award acceptance rate was similar for women and men, implying no gender bias in this peer reviewed grant outcome. Women received smaller awards and fewer awards after re-applying, which may negatively affect continued scientific productivity. Greater transparency is needed to monitor and verify these data globally.
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Affiliation(s)
- Karen B Schmaling
- Department of Psychology, Washington State University, Vancouver, WA, USA.
| | - Stephen A Gallo
- Scientific Peer Advisory and Review Services, American Institute of Biological Sciences, Herndon, VA, USA
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12
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Strekalova YAL, Kornetti DL, Wang R, Báez A, Caplan LS, Idris MY, Lawson K, Holmes J, Mubasher M, Pemu P, Stiles JK, Campo MS, Quarshie A, Pearson T, Ofili EO. Individual and Institutional Factors Contribute to Research Capacity Building for Early-Stage Investigators from Groups Underrepresented in Biomedical Research: A Qualitative Comparative Analysis. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:ijerph20095662. [PMID: 37174180 PMCID: PMC10178000 DOI: 10.3390/ijerph20095662] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/31/2022] [Revised: 04/18/2023] [Accepted: 04/23/2023] [Indexed: 05/15/2023]
Abstract
BACKGROUND Enhancement of diversity within the U.S. research workforce is a recognized need and priority at a national level. Existing comprehensive programs, such as the National Research Mentoring Network (NRMN) and Research Centers in Minority Institutions (RCMI), have the dual focus of building institutional research capacity and promoting investigator self-efficacy through mentoring and training. METHODS A qualitative comparative analysis was used to identify the combination of factors that explain the success and failure to submit a grant proposal by investigators underrepresented in biomedical research from the RCMI and non-RCMI institutions. The records of 211 participants enrolled in the NRMN Strategic Empowerment Tailored for Health Equity Investigators (NRMN-SETH) program were reviewed, and data for 79 early-stage, underrepresented faculty investigators from RCMI (n = 23) and non-RCMI (n = 56) institutions were included. RESULTS Institutional membership (RCMI vs. non-RCMI) was used as a possible predictive factor and emerged as a contributing factor for all of the analyses. Access to local mentors was predictive of a successful grant submission for RCMI investigators, while underrepresented investigators at non-RCMI institutions who succeeded with submitting grants still lacked access to local mentors. CONCLUSION Institutional contexts contribute to the grant writing experiences of investigators underrepresented in biomedical research.
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Affiliation(s)
- Yulia A Levites Strekalova
- Clinical Translational Science Institute, University of Florida College of Public Health and Health Professions, Gainesville, FL 32610, USA
| | - Diana L Kornetti
- Clinical Translational Science Institute, University of Florida College of Public Health and Health Professions, Gainesville, FL 32610, USA
| | - Ruixuan Wang
- Clinical Translational Science Institute, University of Florida College of Public Health and Health Professions, Gainesville, FL 32610, USA
| | - Adriana Báez
- Departments of Pharmacology and Otolaryngology, School of Medicine, University of Puerto Rico, San Juan 00936, Puerto Rico
| | - Lee S Caplan
- Department of Medicine, Microbiology, Biochemistry and Immunology, Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Muhammed Y Idris
- Department of Medicine, Microbiology, Biochemistry and Immunology, Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Kimberly Lawson
- Department of Medicine, Microbiology, Biochemistry and Immunology, Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Jada Holmes
- Department of Medicine, Microbiology, Biochemistry and Immunology, Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Mohamed Mubasher
- Department of Medicine, Microbiology, Biochemistry and Immunology, Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Priscilla Pemu
- Department of Medicine, Microbiology, Biochemistry and Immunology, Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Jonathan K Stiles
- Department of Medicine, Microbiology, Biochemistry and Immunology, Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Maritza Salazar Campo
- Department of Organization and Management, University of California, Irvine, CA 92093, USA
| | - Alexander Quarshie
- Department of Medicine, Microbiology, Biochemistry and Immunology, Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Thomas Pearson
- Clinical Translational Science Institute, University of Florida College of Public Health and Health Professions, Gainesville, FL 32610, USA
| | - Elizabeth O Ofili
- Department of Medicine, Microbiology, Biochemistry and Immunology, Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
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13
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Báez A, Idris MY, Lawson K, Mubasher M, Strekalova Y, Green K, Pemu P, Stiles JK, Salazar M, Quarshie A, Caplan LS, Alema-Mensah E, Pearson T, Faupel-Badger J, Engler JA, Ofili EO. Impact of COVID-19 on the Research Career Advancement of Health Equity Scholars from Diverse Backgrounds. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:4750. [PMID: 36981658 PMCID: PMC10048921 DOI: 10.3390/ijerph20064750] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/31/2022] [Revised: 02/13/2023] [Accepted: 02/28/2023] [Indexed: 06/18/2023]
Abstract
The COVID-19 pandemic has significantly taxed scientific research and seems to have exacerbated existing inequities within the research field, particularly for early-stage investigators (ESIs). This study examines the effects of the COVID-19 pandemic on traditionally underrepresented ESIs enrolled in an NIH-supported study evaluating the effectiveness of developmental networks, grant writing coaching, and mentoring on research career advancement. The survey consisted of 24 closed-ended (quantitative) and 4 open-ended questions (qualitative) linked to a participant's ability to meet grant submission deadlines, research and professional development disruptions, stress level, career transition level, self-efficacy and management of scholarly tasks, and familial responsibilities. Results from 32 respondents (53%) suggest that COVID-19 adversely impacted the continuity of research (81%) and grant submissions (63%). On average, grant submissions were delayed by 6.69 months (i.e., greater than one grant cycle). We also conducted additional analyses characterizing nonresponse and found that there were no significant predictors of nonresponse, indicating a limited threat to the validity of our findings. The disruption caused by COVID-19 to the careers of ESIs from underrepresented groups in the biomedical workforce has been profound in the short term. The long-term consequences to the future success of these groups are unknown but is a worthwhile area of research and potential innovation.
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Affiliation(s)
- Adriana Báez
- Departments Pharmacology and Otolaryngology, School of Medicine, University of Puerto Rico, San Juan, PR 00936, USA
| | - Muhammed Y. Idris
- Departments of Medicine, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Kimberly Lawson
- Departments of Medicine, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Mohamed Mubasher
- Departments of Medicine, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Yulia Strekalova
- Departments of Epidemiology and Health Services Research, University of Florida, Gainesville, FL 32611, USA
| | - Keith Green
- Departments of Medicine, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Priscilla Pemu
- Departments of Medicine, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Jonathan K. Stiles
- Departments of Medicine, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Martiza Salazar
- Department of Organization and Management, University of California, Irvine, CA 92697, USA
| | - Alexander Quarshie
- Departments of Medicine, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Lee S. Caplan
- Departments of Medicine, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Ernest Alema-Mensah
- Departments of Medicine, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
| | - Thomas Pearson
- Departments of Epidemiology and Health Services Research, University of Florida, Gainesville, FL 32611, USA
| | - Jessica Faupel-Badger
- National Center for Advancing Translational Sciences, National Institutes of Health, Rockville, MD 20850, USA
| | | | - Elizabeth O. Ofili
- Departments of Medicine, Microbiology, Biochemistry and Immunology, and Clinical Research Center, Morehouse School of Medicine, Atlanta, GA 30310, USA
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14
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Schaller MD. Research productivity and training support for doctoral students in the biological and biomedical sciences. FASEB Bioadv 2023; 5:131-148. [PMID: 36876299 PMCID: PMC9983073 DOI: 10.1096/fba.2022-00117] [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: 11/08/2022] [Revised: 01/12/2023] [Accepted: 01/26/2023] [Indexed: 01/30/2023] Open
Abstract
Training of doctoral students as part of the next generation of the biomedical workforce is essential for sustaining the scientific enterprise in the United States. Training primarily occurs at institutions of higher education, and these trainees comprise an important part of the workforce at these institutions. Federal investment in the support of doctoral students in the biological and biomedical sciences is distributed differently than the distribution of students across different types of institutions, for example, public vs private. Institutions in states that historically receive less federal support for research also receive less support for doctoral student training. Doctorates at different types of institution exhibit little difference in research productivity, with the exception of citations, and subsequent receipt of additional NIH awards. Thus, training outcomes, which are related to the quality of the student and training environment, are similar across different institutions. Research productivity of doctoral students does not correlate with the number of F31s awarded to an institution. Factors that correlate with F31 funding include R01 funding levels and program size. The findings suggest strategies for institutions to increase success at securing F31s and modification of policy to promote more equitable distribution of F31s across institutions.
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Affiliation(s)
- Michael D. Schaller
- Department of Biochemistry and Molecular MedicineWest Virginia University School of MedicineMorgantownWest VirginiaUSA
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15
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Haynes NA, Johnson M, Lewsey SC, Alexander KM, Anstey DE, Dillenburg T, Njoroge JN, Gordon D, Ofili EO, Yancy CW, Albert MA. Nurturing Diverse Generations of the Medical Workforce for Success With Authenticity: An Association of Black Cardiologists' Roundtable. Circ Cardiovasc Qual Outcomes 2023; 16:e009032. [PMID: 36603043 DOI: 10.1161/circoutcomes.122.009032] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 01/06/2023]
Abstract
The COVID-19 pandemic exposed the consequences of systemic racism in the United States with Black, Hispanic, and other racial and ethnic diverse populations dying at disproportionately higher rates than White Americans. Addressing the social and health disparities amplified by COVID-19 requires in part restructuring of the healthcare system, particularly the diversity of the healthcare workforce to better reflect that of the US population. In January 2021, the Association of Black Cardiologists hosted a virtual roundtable designed to discuss key issues pertaining to medical workforce diversity and to identify strategies aimed at improving racial and ethnic diversity in medical school, graduate medical education, faculty, and leadership positions. The Nurturing Diverse Generations of the Medical Workforce for Success with Authenticity roundtable brought together diverse stakeholders and champions of diversity and inclusion to discuss innovative ideas, solutions, and opportunities to address workforce diversification.
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Affiliation(s)
- Norrisa A Haynes
- Division of Cardiology, Yale University, New Haven CT (N.A.H.).,Association of Black Cardiologists, Washington, DC (N.A.H., M.J., S.C.L., K.M.A., D.E.A., J.N.N., D.G., E.O.O., C.W.Y., M.A.A., T.D.)
| | - Michelle Johnson
- Division of Cardiology, Memorial Sloan-Kettering Cancer Center, New York NY (M.J.).,Association of Black Cardiologists, Washington, DC (N.A.H., M.J., S.C.L., K.M.A., D.E.A., J.N.N., D.G., E.O.O., C.W.Y., M.A.A., T.D.)
| | - Sabra C Lewsey
- Division of Cardiology, John Hopkins University, Baltimore MD (S.C.L.).,Association of Black Cardiologists, Washington, DC (N.A.H., M.J., S.C.L., K.M.A., D.E.A., J.N.N., D.G., E.O.O., C.W.Y., M.A.A., T.D.)
| | - Kevin M Alexander
- Division of Cardiology, Stanford University, CA (K.M.A.).,Association of Black Cardiologists, Washington, DC (N.A.H., M.J., S.C.L., K.M.A., D.E.A., J.N.N., D.G., E.O.O., C.W.Y., M.A.A., T.D.)
| | - D Edmund Anstey
- Division of Cardiology, Columbia University, New York NY (D.E.A.).,Association of Black Cardiologists, Washington, DC (N.A.H., M.J., S.C.L., K.M.A., D.E.A., J.N.N., D.G., E.O.O., C.W.Y., M.A.A., T.D.)
| | - Tierra Dillenburg
- Association of Black Cardiologists, Washington, DC (N.A.H., M.J., S.C.L., K.M.A., D.E.A., J.N.N., D.G., E.O.O., C.W.Y., M.A.A., T.D.)
| | - Joyce N Njoroge
- Division of Cardiology, University of California, San Francisco (J.N.N., M.A.A.).,Association of Black Cardiologists, Washington, DC (N.A.H., M.J., S.C.L., K.M.A., D.E.A., J.N.N., D.G., E.O.O., C.W.Y., M.A.A., T.D.)
| | - Debra Gordon
- Association of Black Cardiologists, Washington, DC (N.A.H., M.J., S.C.L., K.M.A., D.E.A., J.N.N., D.G., E.O.O., C.W.Y., M.A.A., T.D.)
| | - Elizabeth O Ofili
- Department of Medicine, Morehouse School of Medicine, Atlanta, GA (E.O.O.).,Association of Black Cardiologists, Washington, DC (N.A.H., M.J., S.C.L., K.M.A., D.E.A., J.N.N., D.G., E.O.O., C.W.Y., M.A.A., T.D.)
| | - Clyde W Yancy
- Department of Medicine, Northwestern University Feinberg School of Medicine, Chicago, IL (C.W.Y.).,Association of Black Cardiologists, Washington, DC (N.A.H., M.J., S.C.L., K.M.A., D.E.A., J.N.N., D.G., E.O.O., C.W.Y., M.A.A., T.D.)
| | - Michelle A Albert
- Division of Cardiology, University of California, San Francisco (J.N.N., M.A.A.).,Association of Black Cardiologists, Washington, DC (N.A.H., M.J., S.C.L., K.M.A., D.E.A., J.N.N., D.G., E.O.O., C.W.Y., M.A.A., T.D.)
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16
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Dunne E, Zuhlke L, Kumar RK, Casey FA, Penny DJ, McMahon CJ. Editorial Board Composition Among Pediatric Cardiology Journals: Time to Cast the Net Wider. JACC. ADVANCES 2022; 1:100137. [PMID: 38940315 PMCID: PMC11198689 DOI: 10.1016/j.jacadv.2022.100137] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/02/2022] [Revised: 07/18/2022] [Accepted: 09/13/2022] [Indexed: 06/29/2024]
Abstract
Background No data currently exist on the diversity of editorial board members (EBMs) of pediatric cardiology journals. Objectives The objective was to investigate the editorial boards of 5 pediatric cardiology journals to assess the composition of these boards in terms of the geographical, gender, and economic representation of their members. Methods Information on EBMs was collected directly from 5 journal websites accessed in February 2022. The following data were collected: country of practice (including World Bank geographical and income classification), institution of practice, role on editorial board, and whether an individual held a role on 1 or more of the boards included. Results A total of 455 EBMs were identified. A total of 369 (81%) were male. All editors-in-chief were male, and 4 were from the United States. EBMs practicing in North America accounted for 278 individuals (61%) of the editorial boards reviewed. The next majority of EBMs are practicing within Europe and Central Asia (23%, n = 103), East Asia and Pacific (7%, n = 31), Middle East and North Africa (4%, n = 18), and Latin America and Caribbean (4%, n = 16). Less than 2% (n = 9) practice in Sub-Saharan Africa and South Asia. Over 90% (n = 415) practice in high-income countries. There was no representation from low-income countries. Conclusions Women and pediatric cardiologists practicing in countries outside of Europe and North America were underrepresented on the editorial boards of the journals studied. Diversifying composition of editorial boards may provide greater representation of underserved areas and encourage broader avenues of investigation and research.
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Affiliation(s)
- Esme Dunne
- Department of Paediatric Cardiology, Children’s Health Ireland at Crumlin, Dublin, Ireland
| | - Liesl Zuhlke
- South African Medical Research Council, Cape Town, South Africa
- Division of Paediatric Cardiology, Department of Paediatrics, Red Cross War Memorial Children’s Hospital, University of Cape Town, Cape Town, South Africa
| | - R. Krishna Kumar
- Department of Paediatric Cardiology, Amrita Institute of Medical Sciences and Research Centre, Kochi, Kerala, India
| | - Frank A. Casey
- Department of Paediatric Cardiology, Royal Belfast Hospital for Sick Children, Belfast, UK
- Institute of Experimental Medicine, Queen’s University, Belfast, Northern Ireland
| | - Daniel J. Penny
- Department of Pediatrics, Texas Children’s Hospital, Houston, Texas, USA
| | - Colin J. McMahon
- Department of Paediatric Cardiology, Children’s Health Ireland at Crumlin, Dublin, Ireland
- School of Medicine, University College Dublin, Belfield, Dublin, Ireland
- School of Health Professions Education (SHE), Maastricht University, Maastricht, the Netherlands
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17
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Hiatt RA, Carrasco YP, Paciorek AL, Kaplan L, Cox MB, Crespo CJ, Feig A, Hueffer K, McFerrin H, Norris K, Roberts-Kirchhoff E, Saetermoe CL, Silver GB, Snyder K, Zavala AR, Parangan-Smith AG. Enhancing grant-writing expertise in BUILD institutions: Building infrastructure leading to diversity. PLoS One 2022; 17:e0274100. [PMID: 36137156 PMCID: PMC9499285 DOI: 10.1371/journal.pone.0274100] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/02/2021] [Accepted: 08/22/2022] [Indexed: 11/19/2022] Open
Abstract
BACKGROUND The lack of race/ethnic and gender diversity in grants funded by the National Institutes of Health (NIH) is a persistent challenge related to career advancement and the quality and relevance of health research. We describe pilot programs at nine institutions supported by the NIH-sponsored Building Infrastructure Leading to Diversity (BUILD) program aimed at increasing diversity in biomedical research. METHODS We collected data from the 2016-2017 Higher Education Research Institute survey of faculty and NIH progress reports for the first four years of the program (2015-2018). We then conducted descriptive analyses of data from the nine BUILD institutions that had collected data and evaluated which activities were associated with research productivity. We used Poisson regression and rate ratios of the numbers of BUILD pilots funded, students included, abstracts, presentations, publications, and submitted and funded grant proposals. RESULTS Teaching workshops were associated with more abstracts (RR 4.04, 95% CI 2.21-8.09). Workshops on grant writing were associated with more publications (RR 2.64, 95% CI 1.64-4.34) and marginally with marginally more presentations. Incentives to develop courses were associated with more abstracts published (RR 4.33, 95% CI 2.56-7.75). Workshops on research skills and other incentives were not associated with any positive effects. CONCLUSIONS Pilot interventions show promise in supporting diversity in NIH-level research. Longitudinal modeling that considers time lags in career development in moving from project development to grants submissions can provide more direction for future diversity pilot interventions.
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Affiliation(s)
- Robert A. Hiatt
- Department of Epidemiology and Biostatistics and Helen Diller Family Comprehensive Cancer Center, University of California San Francisco, San Francisco, CA, United States of America
| | - Yazmin P. Carrasco
- Department of Epidemiology and Biostatistics, University of California San Francisco, San Francisco, CA, United States of America
| | - Alan L. Paciorek
- Department of Epidemiology and Biostatistics, University of California San Francisco, San Francisco, CA, United States of America
| | - Lauren Kaplan
- Center for Vulnerable Populations, Zuckerberg San Francisco General Hospital and Trauma Center, University of California, San Francisco, San Francisco, CA, United States of America
| | - Marc B. Cox
- Department of Pharmaceutical Sciences, Department of Biological Sciences, and Border Biomedical Research Center, University of Texas at El Paso, El Paso, TX, United States of America
| | - Carlos J. Crespo
- Oregon Health and Science University and Portland State University Joint School of Public Health, Portland, OR, United States of America
| | - Andrew Feig
- Department of Chemistry, Wayne State University, Detroit, MI, United States of America
| | - Karsten Hueffer
- Department of Veterinary Medicine, University of Alaska Fairbanks, Fairbanks, AK, United States of America
| | - Harris McFerrin
- Biology Department, Xavier University, New Orleans, LA, United States of America
| | - Keith Norris
- Department of Medicine, David Geffen School of Medicine at UCLA, Los Angeles, CA, United States of America
| | - Elizabeth Roberts-Kirchhoff
- Department of Chemistry and Biochemistry, University of Detroit Mercy, Detroit, MI, United States of America
| | - Carrie L. Saetermoe
- Department of Psychology, California State University Northridge, Northridge, CA, United States of America
| | - Gillian Beth Silver
- ASCEND Center for Biomedical Research, Division of Research & Economic Development, Morgan State University, Baltimore, MD, United States of America
| | - Katherine Snyder
- Department of Mathematics and Computer Science, University of Detroit Mercy, Detroit, MI, United States of America
| | - Arturo R. Zavala
- Department of Psychology, California State University, Long Beach, Long Beach, CA, United States of America
| | - Audrey G. Parangan-Smith
- Department of Biology, San Francisco State University, San Francisco, CA, United States of America
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18
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Gibbs KD, Reynolds C, Epou S, Gammie A. The funders' perspective: Lessons learned from the National Institutes of Health Diversity Program Consortium evaluation. NEW DIRECTIONS FOR EVALUATION 2022; 2022:105-117. [PMID: 37324779 PMCID: PMC10270671 DOI: 10.1002/ev.20502] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/17/2023]
Abstract
Advancing diversity in the biomedical research workforce is critical to the ability of the National Institutes of Health (NIH) to achieve its mission. The NIH Diversity Program Consortium is a unique, 10-year program that builds upon longstanding training and research capacity-building activities to promote workforce diversity. It was designed to rigorously evaluate approaches to enhancing diversity in the biomedical research workforce at the student, faculty, and institutional level. In this chapter we describe (a) the program's origins, (b) the consortium-wide evaluation, including plans, measures, challenges, and solutions, and (c) how lessons learned from this program are being leveraged to strengthen NIH research-training and capacity-building activities and evaluation efforts.
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Affiliation(s)
| | | | - Sabrina Epou
- National Institutes of Health, Bethesda, Maryland, USA
| | - Alison Gammie
- National Institutes of Health, Bethesda, Maryland, USA
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19
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Weber-Main AM, Engler J, McGee R, Egger MJ, Jones HP, Wood CV, Boman K, Wu J, Langi AK, Okuyemi KS. Variations of a group coaching intervention to support early-career biomedical researchers in Grant proposal development: a pragmatic, four-arm, group-randomized trial. BMC MEDICAL EDUCATION 2022; 22:28. [PMID: 35012538 PMCID: PMC8744062 DOI: 10.1186/s12909-021-03093-w] [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: 11/05/2021] [Accepted: 12/23/2021] [Indexed: 05/27/2023]
Abstract
BACKGROUND Funded grant proposals provide biomedical researchers with the resources needed to build their research programs, support trainees, and advance public health. Studies using National Institutes of Health (NIH) data have found that investigators from underrepresented groups in the biomedical workforce are awarded NIH research grants at disproportionately lower rates. Grant writing training initiatives are available, but there is a dearth of rigorous research to determine the effectiveness of such interventions and to discern their essential features. METHODS This 2 × 2, unblinded, group-randomized study compares the effectiveness of variations of an NIH-focused, grant writing, group coaching intervention for biomedical postdoctoral fellows and early-career faculty. The key study outcomes are proposal submission rates and funding rates. Participants, drawn from across the United States, are enrolled as dyads with a self-selected scientific advisor in their content area, then placed into coaching groups led by senior NIH-funded investigators who are trained in the intervention's coaching practices. Target enrollment is 72 coaching groups of 4-5 dyads each. Groups are randomized to one of four intervention arms that differ on two factors: [1] duration of coaching support (regular dose = 5 months of group coaching, versus extended dose = regular dose plus an additional 18 months of one-on-one coaching); and [2] mode of engaging scientific advisors with the regular dose group coaching process (unstructured versus structured engagement). Intervention variations were informed by programs previously offered by the NIH National Research Mentoring Network. Participant data are collected via written surveys (baseline and 6, 12, 18, and 24 months after start of the regular dose) and semi-structured interviews (end of regular dose and 24 months). Quantitative analyses will be intention-to-treat, using a 2-sided test of equality of the effects of each factor. An inductive, constant comparison analysis of interview transcripts will be used to identify contextual factors -- associated with individual participants, their engagement with the coaching intervention, and their institutional setting - that influence intervention effectiveness. DISCUSSION Results of this study will provide an empirical basis for a readily translatable coaching approach to supporting the essential grant writing activities of faculty, fellows, and other research trainees, including those from underrepresented groups.
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Affiliation(s)
- Anne Marie Weber-Main
- Department of Medicine, University of Minnesota Medical School, Minneapolis, MN 55455 USA
| | | | - Richard McGee
- Faculty Affairs, Northwestern University Feinberg School of Medicine, Chicago, IL 60611 USA
| | - Marlene J. Egger
- Department of Family and Preventive Medicine, Division of Public Health, University of Utah School of Medicine, Salt Lake City, UT 84108 USA
| | - Harlan P. Jones
- Center for Diversity and International Programs, University of North Texas Health Science Center, Fort Worth, TX 76107 USA
| | - Christine V. Wood
- Department of Medical Social Sciences, Northwestern University Feinberg School of Medicine, Chicago, IL 60611 USA
| | - Kristin Boman
- Department of Family and Preventive Medicine, University of Utah, Salt Lake City, UT 84108 USA
| | - Jiqiang Wu
- Department of Family and Preventive Medicine, Division of Public Health, University of Utah, Salt Lake City, 84108 USA
| | - Andrew K. Langi
- Department of Family and Preventive Medicine, University of Utah, Salt Lake City, UT 84108 USA
| | - Kolawole S. Okuyemi
- Department of Family and Preventive Medicine, University of Utah, Salt Lake City, UT 84108 USA
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20
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Weber-Main AM, Thomas-Pollei KA, Grabowski J, Steer CJ, Thuras PD, Kushner MG. The Proposal Preparation Program: A Group Mentoring, Faculty Development Model to Facilitate the Submission and Funding of NIH Grant Applications. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:53-61. [PMID: 34380935 DOI: 10.1097/acm.0000000000004359] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
This article describes the University of Minnesota Medical School Proposal Preparation Program (P3). P3 is designed to develop grant-writing skills for assistant professors preparing their first K- or R-series application to the National Institutes of Health (NIH). Three 4-month P3 cycles are conducted annually. For each cycle, a cohort of around 10 assistant professor participants and 5 regular faculty mentors meet for ten ~2-hour group sessions. Participants receive iterative oral and written feedback on their proposals in development within a small, interdisciplinary, group mentoring setting providing structure, accountability, guidance, and support. Between sessions, 1 peer and 1 mentor are assigned (on a rotating basis) to critique each participant's developing application. The sessions include a brief mentor-led presentation on a particular grant section followed by discussion of each participant's application conducted by the assigned reviewers. The cycle concludes with a mock NIH review session, in which each participant is matched with a University of Minnesota faculty content expert who critiques their completed application using NIH guidelines. In a survey sent to all past P3 participants as of 2018 (n = 194), 88% of respondents reported having submitted their P3-developed NIH grant, and 35% of these submitters reported funding success. A separate analysis of institutional data for all past P3 participants as of 2016 (n = 165) showed that 73% submitted at least 1 NIH proposal since completing P3 and that 43% of these had acquired NIH funding, for a combined total of $193 million in funding awarded. The estimated rate at which participants obtained funding for their P3-developed grant application (~35%) exceeds the national annual NIH grant funding rates (~20%) by approximately 50%. This article provides the practical information needed for other institutions to implement a P3-like program and presents a cost-benefit analysis showing the advantages of doing so.
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Affiliation(s)
- Anne Marie Weber-Main
- A.M. Weber-Main is associate professor, Department of Medicine, University of Minnesota Medical School, Minneapolis, Minnesota
| | - Kimberly A Thomas-Pollei
- K.A. Thomas-Pollei is adjunct assistant professor, Department of Medicine, University of Minnesota Medical School, Minneapolis, Minnesota
| | - John Grabowski
- J. Grabowski is retired professor, Department of Psychiatry, University of Minnesota Medical School, Minneapolis, Minnesota
| | - Clifford J Steer
- C.J. Steer is professor, Departments of Medicine and Genetics, Cell Biology and Development, University of Minnesota Medical School, Minneapolis, Minnesota
| | - Paul D Thuras
- P.D. Thuras is research associate, Department of Psychiatry, University of Minnesota Medical School, and health science specialist, Minneapolis VA Health Care System, Minneapolis, Minnesota
| | - Matt G Kushner
- M.G. Kushner is professor, Department of Psychiatry, University of Minnesota Medical School, Minneapolis, Minnesota
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Tagge R, Lackland DT, Gorelick PB, Litvan I, Cruz-Flores S, Merino JG, Ovbiagele B. Career Development Program for Underrepresented in Medicine Scholars in Academic Neurology: TRANSCENDS. Neurology 2021; 97:125-133. [PMID: 33893201 PMCID: PMC8302150 DOI: 10.1212/wnl.0000000000012058] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2020] [Accepted: 04/02/2021] [Indexed: 11/15/2022] Open
Abstract
BACKGROUND The Training in Research for Academic Neurologists to Sustain Careers and Enhance the Numbers of Diverse Scholars (TRANSCENDS) program is a career advancement opportunity for individuals underrepresented in biomedical research funded by the National Institute of Neurologic Disorders and Stroke and American Academy of Neurology (AAN). OBJECTIVE To report on qualitative and quantitative outcomes in TRANSCENDS. DESIGN Early career individuals (neurology fellows and junior faculty) from groups underrepresented in medicine (UIM) were competitively selected from a national pool of applicants (2016-2019). TRANSCENDS activities comprised an online Clinical Research degree program, monthly webinars, AAN meeting activities, and mentoring. Participants were surveyed during and after completion of TRANSCENDS to evaluate program components. OUTCOMES Of 23 accepted scholars (comprising 4 successive cohorts), 56% were women, 61% Hispanic/Latinx, 30% Black/African American, and 30% assistant professors. To date, 48% have graduated the TRANSCENDS program and participants have published 180 peer-reviewed articles. Mentees' feedback noted that professional skills development (i.e., manuscript and grant writing), networking opportunities, and mentoring were the most beneficial elements of the program. Stated opportunities for improvement included incorporating a mentor-the-mentor workshop, providing more transitional support for mentees in the next stage of their careers, and requiring mentees to provide quarterly reports. CONCLUSIONS TRANSCENDS is a feasible program for supporting UIM neurologists towards careers in research and faculty academic appointments attained thus far have been sustained. Although longer-term outcomes and process enhancements are warranted, programs like this may help increase the numbers of diverse academic neurologists and further drive neurologic innovation.
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Affiliation(s)
- Raelle Tagge
- From the Northern California Institute for Research and Education (R.T.), San Francisco; Department of Neurology (D.T.L.), Medical University of South Carolina, Charleston; Davee Department of Neurology (P.B.G.), Northwestern University School of Medicine, Chicago, IL; Department of Neurosciences (I.L.), University of California San Diego; Department of Neurology (S.C.-F.), Texas Tech, El Paso; Department of Neurology (J.G.M.), Georgetown University, Washington, DC; and Department of Neurology (B.O.), University of California, San Francisco
| | - Daniel T Lackland
- From the Northern California Institute for Research and Education (R.T.), San Francisco; Department of Neurology (D.T.L.), Medical University of South Carolina, Charleston; Davee Department of Neurology (P.B.G.), Northwestern University School of Medicine, Chicago, IL; Department of Neurosciences (I.L.), University of California San Diego; Department of Neurology (S.C.-F.), Texas Tech, El Paso; Department of Neurology (J.G.M.), Georgetown University, Washington, DC; and Department of Neurology (B.O.), University of California, San Francisco
| | - Philip B Gorelick
- From the Northern California Institute for Research and Education (R.T.), San Francisco; Department of Neurology (D.T.L.), Medical University of South Carolina, Charleston; Davee Department of Neurology (P.B.G.), Northwestern University School of Medicine, Chicago, IL; Department of Neurosciences (I.L.), University of California San Diego; Department of Neurology (S.C.-F.), Texas Tech, El Paso; Department of Neurology (J.G.M.), Georgetown University, Washington, DC; and Department of Neurology (B.O.), University of California, San Francisco
| | - Irene Litvan
- From the Northern California Institute for Research and Education (R.T.), San Francisco; Department of Neurology (D.T.L.), Medical University of South Carolina, Charleston; Davee Department of Neurology (P.B.G.), Northwestern University School of Medicine, Chicago, IL; Department of Neurosciences (I.L.), University of California San Diego; Department of Neurology (S.C.-F.), Texas Tech, El Paso; Department of Neurology (J.G.M.), Georgetown University, Washington, DC; and Department of Neurology (B.O.), University of California, San Francisco
| | - Salvador Cruz-Flores
- From the Northern California Institute for Research and Education (R.T.), San Francisco; Department of Neurology (D.T.L.), Medical University of South Carolina, Charleston; Davee Department of Neurology (P.B.G.), Northwestern University School of Medicine, Chicago, IL; Department of Neurosciences (I.L.), University of California San Diego; Department of Neurology (S.C.-F.), Texas Tech, El Paso; Department of Neurology (J.G.M.), Georgetown University, Washington, DC; and Department of Neurology (B.O.), University of California, San Francisco
| | - José G Merino
- From the Northern California Institute for Research and Education (R.T.), San Francisco; Department of Neurology (D.T.L.), Medical University of South Carolina, Charleston; Davee Department of Neurology (P.B.G.), Northwestern University School of Medicine, Chicago, IL; Department of Neurosciences (I.L.), University of California San Diego; Department of Neurology (S.C.-F.), Texas Tech, El Paso; Department of Neurology (J.G.M.), Georgetown University, Washington, DC; and Department of Neurology (B.O.), University of California, San Francisco
| | - Bruce Ovbiagele
- From the Northern California Institute for Research and Education (R.T.), San Francisco; Department of Neurology (D.T.L.), Medical University of South Carolina, Charleston; Davee Department of Neurology (P.B.G.), Northwestern University School of Medicine, Chicago, IL; Department of Neurosciences (I.L.), University of California San Diego; Department of Neurology (S.C.-F.), Texas Tech, El Paso; Department of Neurology (J.G.M.), Georgetown University, Washington, DC; and Department of Neurology (B.O.), University of California, San Francisco.
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The Research Centers in Minority Institutions (RCMI) Consortium: A Blueprint for Inclusive Excellence. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18136848. [PMID: 34202383 PMCID: PMC8296926 DOI: 10.3390/ijerph18136848] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/07/2021] [Revised: 06/11/2021] [Accepted: 06/17/2021] [Indexed: 11/17/2022]
Abstract
The Research Centers in Minority Institutions, (RCMI) Program was established by Congress to address the health research and training needs of minority populations, by preparing future generations of scientists at these institutions, with a track record of producing minority scholars in medicine, science, and technology. The RCMI Consortium consists of the RCMI Specialized Centers and a Coordinating Center (CC). The RCMI-CC leverages the scientific expertise, technologies, and innovations of RCMI Centers to accelerate the delivery of solutions to address health disparities in communities that are most impacted. There is increasing recognition that the gap in representation of racial/ethnic groups and women is perpetuated by institutional cultures lacking inclusion and equity. The objective of this work is to provide a framework for inclusive excellence by developing a systematic evaluation process with common data elements that can track the inter-linked goals of workforce diversity and health equity. At its core, the RCMI Program embodies the trinity of diversity, equity, and inclusion. We propose a realist evaluation framework and a logic model that integrates the institutional context to develop common data metrics for inclusive excellence. The RCMI-CC will collaborate with NIH-funded institutions and research consortia to disseminate and scale this model.
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