1
|
Liu J, Guo X, Xu S, Zhang Y. Quantifying the impact of strong ties in international scientific research collaboration. PLoS One 2023; 18:e0280521. [PMID: 36649356 PMCID: PMC9844855 DOI: 10.1371/journal.pone.0280521] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/13/2022] [Accepted: 12/29/2022] [Indexed: 01/18/2023] Open
Abstract
Tie strength has been examined as an antecedent of creativity. Although it has been discovered that international collaboration affects scientific performance, the effect of tie strength in the international collaboration network has been largely neglected. Based on international publications of 72 countries/regions published from 1993 to 2013, we combine descriptive and panel regression methods to examine how the bonding of strong collaboration ties contributes to countries' international scientific performance. Strong ties occur at an average rate of 1 in 4 collaborators, whereas countries/regions share on average 84% of articles with their strong-tie collaborators. Our quantitative results provide an explanation for this phenomenon in international collaboration: the establishment of a strong tie relationship contributes to above-average productivity and citation frequency for countries/regions. To further explore which types of strong ties tend to have stronger citation impact, we analyse the relationship between persistent and stable collaboration and publication citation impact. Experimental results show that international collaborations with greater persistence and moderate stability tend to produce high impact publications. It is noteworthy that when the collaboration period is divided into different time intervals, similar findings can be found after the same analysis procedure is carried out. This indicates that our conclusions are robust. Overall, this study provides quantitative insights into the added value of long-term commitment and social trust associated with strong collaborative partnerships in international collaboration.
Collapse
Affiliation(s)
- Junwan Liu
- College of Economics and Management, Beijing University of Technology, Beijing, People’s Republic of China
| | - Xiaofei Guo
- College of Economics and Management, Beijing University of Technology, Beijing, People’s Republic of China
| | - Shuo Xu
- College of Economics and Management, Beijing University of Technology, Beijing, People’s Republic of China
| | - Yueyan Zhang
- College of Economics and Management, Beijing University of Technology, Beijing, People’s Republic of China
| |
Collapse
|
2
|
TriService Nursing Research Program: A critical component to support military nursing science. Nurs Outlook 2022; 70:S100-S103. [PMID: 36585056 DOI: 10.1016/j.outlook.2022.07.010] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/03/2022] [Revised: 07/12/2022] [Accepted: 07/21/2022] [Indexed: 12/29/2022]
|
3
|
Kalet A, Libby AM, Jagsi R, Brady K, Chavis-Keeling D, Pillinger MH, Daumit GL, Drake AF, Drake WP, Fraser V, Ford D, Hochman JS, Jones RD, Mangurian C, Meagher EA, McGuinness G, Regensteiner JG, Rubin DC, Yaffe K, Ravenell JE. Mentoring Underrepresented Minority Physician-Scientists to Success. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:497-502. [PMID: 34495889 DOI: 10.1097/acm.0000000000004402] [Citation(s) in RCA: 25] [Impact Index Per Article: 12.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/28/2023]
Abstract
As the nation seeks to recruit and retain physician-scientists, gaps remain in understanding and addressing mitigatable challenges to the success of faculty from underrepresented minority (URM) backgrounds. The Doris Duke Charitable Foundation Fund to Retain Clinical Scientists program, implemented in 2015 at 10 academic medical centers in the United States, seeks to retain physician-scientists at risk of leaving science because of periods of extraordinary family caregiving needs, hardships that URM faculty-especially those who identify as female-are more likely to experience. At the annual Fund to Retain Clinical Scientists program directors conference in 2018, program directors-21% of whom identify as URM individuals and 13% as male-addressed issues that affect URM physician-scientists in particular. Key issues that threaten the retention of URM physician-scientists were identified through focused literature reviews; institutional environmental scans; and structured small- and large-group discussions with program directors, staff, and participants. These issues include bias and discrimination, personal wealth differential, the minority tax (i.e., service burdens placed on URM faculty who represent URM perspectives on committees and at conferences), lack of mentorship training, intersectionality and isolation, concerns about confirming stereotypes, and institutional-level factors. The authors present recommendations for how to create an environment in which URM physician-scientists can expect equitable opportunities to thrive, as institutions demonstrate proactive allyship and remove structural barriers to success. Recommendations include providing universal training to reduce interpersonal bias and discrimination, addressing the consequences of the personal wealth gap through financial counseling and benefits, measuring the service faculty members provide to the institution as advocates for URM faculty issues and compensating them appropriately, supporting URM faculty who wish to engage in national leadership programs, and sustaining institutional policies that address structural and interpersonal barriers to inclusive excellence.
Collapse
Affiliation(s)
- Adina Kalet
- A. Kalet is professor and Stephen and Shelagh Roell Endowed Chair, Robert D. and Patricia E. Kern Institute for the Transformation of Medical Education, Medical College of Wisconsin, Wauwatosa, Wisconsin; ORCID: https://orcid.org/0000-0003-4855-0223
| | - Anne M Libby
- A.M. Libby is professor and vice chair for academic affairs, Department of Emergency Medicine, University of Colorado School of Medicine, Aurora, Colorado; ORCID: https://orcid.org/0000-0002-4564-9407
| | - Reshma Jagsi
- R. Jagsi is Newman Family Professor and deputy chair, Department of Radiation Oncology, and director, Center for Bioethics and Social Sciences in Medicine, University of Michigan, Ann Arbor, Michigan; ORCID: https://orcid.org/0000-0001-6562-1228
| | - Kathleen Brady
- K. Brady is professor and vice president for research, Medical University of South Carolina, Charleston, South Carolina; ORCID: https://orcid.org/0000-0002-3944-8051
| | - Deborah Chavis-Keeling
- D. Chavis-Keeling is executive director, Administration, Finance, and Operations, Clinical and Translational Science Institute, and director, Administrative Core, Clinical and Translational Science Award, NYU Grossman School of Medicine, NYU Langone Health, New York, New York; ORCID: https://orcid.org/0000-0002-1528-8532
| | - Michael H Pillinger
- M.H. Pillinger is professor of medicine and director, Translational Research Education and Careers Unit, Clinical and Translational Science Institute, NYU Grossman School of Medicine, NYU Langone Health, New York, New York; ORCID: https://orcid.org/0000-0003-3168-1542
| | - Gail L Daumit
- G.L. Daumit is Samsung Professor of Medicine and vice chair, Clinical and Translational Research, Department of Medicine, Johns Hopkins University, Baltimore, Maryland; ORCID: https://orcid.org/0000-0003-0717-0216
| | - Amelia F Drake
- A.F. Drake is Newton D. Fischer Distinguished Professor of Otolaryngology/Head and Neck Surgery, director, University of North Carolina Craniofacial Center (School of Dentistry), and executive associate dean of academic programs, University of North Carolina School of Medicine, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina
| | - Wonder Puryear Drake
- W.P. Drake is professor of medicine and pathology, microbiology, and immunology, Robert A. Goodwin Jr. Director in Medicine, and director, Sarcoidosis Center of Excellence, Vanderbilt University School of Medicine, Nashville, Tennessee; ORCID: https://orcid.org/0000-0001-9406-3130
| | - Victoria Fraser
- V. Fraser is Adolphus Busch Professor of Medicine and chair, Department of Medicine, Washington University School of Medicine, St. Louis, Missouri; ORCID: https://orcid.org/0000-0001-6251-0733
| | - Daniel Ford
- D. Ford is professor of medicine and director, Johns Hopkins Institute for Clinical and Translational Research, Johns Hopkins University, Baltimore, Maryland
| | - Judith S Hochman
- J.S. Hochman is Harold Snyder Family Professor of Cardiology, associate director, Leon H. Charney Division of Cardiology, senior associate dean for clinical sciences, and codirector, Clinical and Translational Science Institute, NYU Grossman School of Medicine, NYU Langone Health, New York, New York; ORCID: https://orcid.org/0000-0002-5889-5981
| | - Rochelle D Jones
- R.D. Jones is a research area specialist intermediate, Center for Bioethics and Social Sciences in Medicine, University of Michigan, Ann Arbor, Michigan
| | - Christina Mangurian
- C. Mangurian is professor of psychiatry and vice chair for diversity and health equity, Department of Psychiatry and Behavioral Sciences, Weill Institute for Neurosciences, University of California, San Francisco (UCSF), affiliate faculty, UCSF Philip R. Lee Institute for Health Policy Studies, and core faculty, UCSF Center for Vulnerable Populations, Zuckerberg San Francisco General Hospital, San Francisco, California; ORCID: https://orcid.org/0000-0002-9839-652X
| | - Emma A Meagher
- E.A. Meagher is professor, medicine and pharmacology, and vice dean and chief clinical research officer, Perelman School of Medicine, University of Pennsylvania, Philadelphia, Pennsylvania; ORCID: https://orcid.org/0000-0003-1841-4570
| | - Georgeann McGuinness
- G. McGuinness is professor and vice chair of academic affairs, senior vice chair of radiology, associate dean for mentoring and professional development, and director, clinical faculty mentoring, NYU Grossman School of Medicine, NYU Langone Health, New York, New York; ORCID: https://orcid.org/0000-0002-5326-9180
| | - Judith G Regensteiner
- J.G. Regensteiner is professor, Judith and Joseph Wagner Chair in Women's Health Research, director, Center for Women's Health Research, and director, Office of Women in Medicine and Science, University of Colorado School of Medicine, Aurora, Colorado; ORCID: https://orcid.org/0000-0002-9331-3908
| | - Deborah C Rubin
- D.C. Rubin is William B. Kountz Professor of Medicine, professor of developmental biology, and associate director of faculty affairs, Division of Gastroenterology, Washington University School of Medicine, St. Louis, Missouri; ORCID: https://orcid.org/0000-0002-4192-909X
| | - Kristine Yaffe
- K. Yaffe is professor of psychiatry, neurology, and epidemiology, University of California, San Francisco, Weill Institute for Neurosciences, and Roy and Marie Scola Endowed Chair and vice chair of research in psychiatry, University of California, San Francisco, San Francisco, California; ORCID: https://orcid.org/0000-0003-0919-3825
| | - Joseph E Ravenell
- J.E. Ravenell is associate professor, Departments of Population Health and Internal Medicine, associate dean for diversity affairs and inclusion, and director, Diversity in Research, Perlmutter Cancer Center, NYU Grossman School of Medicine, NYU Langone Health, New York, New York; ORCID: https://orcid.org/0000-0001-7024-3460
| |
Collapse
|
4
|
Diggs-Andrews KA, Mayer DCG, Riggs B. Introduction to effective mentorship for early-career research scientists. BMC Proc 2021; 15:7. [PMID: 34158048 PMCID: PMC8218377 DOI: 10.1186/s12919-021-00212-9] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022] Open
Abstract
Diversifying the scientific workforce remains a national priority due to the continued lack of representation from underrepresented individuals in STEM fields. Quality mentoring has been identified as a stimulus to enhance not only research success, but also recruitment and retention of underrepresented groups pursuing STEM careers. Utilizing the Entering Mentoring training curriculum framework, this report provides a brief synopsis and key takeaways from the 2019 NIH-ASCB Accomplishing Career Transition (ACT) workshop, “Introduction to Effective Mentorship for Scientists” for 30 senior postdoctoral and early-career faculty researchers from historically underrepresented racial and ethnicity backgrounds. In addition, effective strategies and best practices to enhance STEM mentoring for early-career researchers are provided, which have practical applications for diverse mentoring relationships across disciplines, career stages, and mentee types.
Collapse
Affiliation(s)
| | | | - Blake Riggs
- Biology Department, San Francisco State University, San Francisco, CA, USA
| |
Collapse
|
5
|
McCarthy MS, Stonecipher JJ, Gilmartin H, El-Hajj D, Battaglia C. An interdisciplinary postdoctoral fellowship model: Opportunities for nurse PhDs. ACTA ACUST UNITED AC 2020; 10. [PMID: 33117466 DOI: 10.5430/jnep.v10n2p33] [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: 11/06/2022]
Abstract
Interdisciplinary postdoctoral fellowships can provide rich opportunities for nurses to receive additional training and develop diverse professional academic and research partnerships. They provide a structure for learning in which team science is emphasized and complex health issues are addressed. This paper presents an interdisciplinary postdoctoral fellowship model and highlights the development of one nurse fellow's network during the program. The fellowship curriculum is outlined and the three focus areas (education, research, and experience) are further explained. A social network analysis approach was used to illustrate the growth in one nurse fellow's network during a two-year postdoctoral fellowship. The first year of the fellowship showed an increase in the number of professional connections, while in the second year the relationships deepened as collaborations were established and strengthened.
Collapse
Affiliation(s)
- Michaela S McCarthy
- Veterans Health Administration, Eastern Colorado Health Care System, Denver-Seattle Center of Innovation, Aurora, Colorado, USA.,Univeristy of Colorado, College of Nursing, Aurora, Colorado, USA
| | - Jessica-Jean Stonecipher
- Veterans Health Administration, Eastern Colorado Health Care System, Denver-Seattle Center of Innovation, Aurora, Colorado, USA.,University of Florida, University Writing Program, Gainesville, Florida, USA
| | - Heather Gilmartin
- Veterans Health Administration, Eastern Colorado Health Care System, Denver-Seattle Center of Innovation, Aurora, Colorado, USA.,University of Colorado, School of Public Health, Aurora, Colorado, USA
| | - Dana El-Hajj
- Veterans Health Administration, Eastern Colorado Health Care System, Denver-Seattle Center of Innovation, Aurora, Colorado, USA.,Univeristy of Colorado, College of Nursing, Aurora, Colorado, USA
| | - Catherine Battaglia
- Veterans Health Administration, Eastern Colorado Health Care System, Denver-Seattle Center of Innovation, Aurora, Colorado, USA.,University of Colorado, School of Public Health, Aurora, Colorado, USA
| |
Collapse
|
6
|
Ureña S, Ingram LA, Leith K, Lohman MC, Resciniti N, Rubin L, Miller MC, Friedman DB. Mentorship and Training to Increase Diversity of Researchers and Practitioners in the Field of Aging and Alzheimer's Disease: A Scoping Review of Program Characteristics. J Aging Health 2020; 33:48-62. [PMID: 32865457 DOI: 10.1177/0898264320953345] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
Abstract
Objectives: Diversity is needed within the aging and Alzheimer's disease and related dementias (ADRD) research and practice workforce to comprehensively address health inequities faced by underrepresented minority (URM) older adults. We conducted a scoping review of training programs designed to diversify the pool of researchers and practitioners in the field of aging and ADRD. Methods: Online database searches yielded 3976 articles published from 1999 to 2019. Fourteen studies met the inclusion criteria. Results: All programs were from the United States and included URM populations. Nine programs included students, one targeted university faculty, and four targeted clinical staff. Only five programs were guided by theory. Discussion: Our review identified URMs' desire for culturally diverse and representative mentorship, the need for career development support at various training stages, and the importance of incorporating theory to program design. It also identified key characteristics for future program development, creation of systematic evaluation standards, and opportunities for promotion.
Collapse
Affiliation(s)
- Stephanie Ureña
- Office for the Study of Aging, Arnold School of Public Health, 2629University of South Carolina, Columbia, SC, USA.,Department of Health Promotion, Education, and Behavior, Arnold School of Public Health, 2629University of South Carolina, Columbia, SC, USA
| | - Lucy A Ingram
- Department of Health Promotion, Education, and Behavior, Arnold School of Public Health, 2629University of South Carolina, Columbia, SC, USA
| | - Katherine Leith
- Office for the Study of Aging, Arnold School of Public Health, 2629University of South Carolina, Columbia, SC, USA.,Department of Health Promotion, Education, and Behavior, Arnold School of Public Health, 2629University of South Carolina, Columbia, SC, USA
| | - Matthew C Lohman
- Office for the Study of Aging, Arnold School of Public Health, 2629University of South Carolina, Columbia, SC, USA.,Department of Epidemiology and Biostatistics, Arnold School of Public Health, 2629University of South Carolina, Columbia, SC, USA
| | - Nicholas Resciniti
- Office for the Study of Aging, Arnold School of Public Health, 2629University of South Carolina, Columbia, SC, USA.,Department of Epidemiology and Biostatistics, Arnold School of Public Health, 2629University of South Carolina, Columbia, SC, USA
| | - Lindsey Rubin
- Office for the Study of Aging, Arnold School of Public Health, 2629University of South Carolina, Columbia, SC, USA.,Department of Health Promotion, Education, and Behavior, Arnold School of Public Health, 2629University of South Carolina, Columbia, SC, USA
| | - Maggi C Miller
- Office for the Study of Aging, Arnold School of Public Health, 2629University of South Carolina, Columbia, SC, USA.,Department of Epidemiology and Biostatistics, Arnold School of Public Health, 2629University of South Carolina, Columbia, SC, USA
| | - Daniela B Friedman
- Office for the Study of Aging, Arnold School of Public Health, 2629University of South Carolina, Columbia, SC, USA.,Department of Health Promotion, Education, and Behavior, Arnold School of Public Health, 2629University of South Carolina, Columbia, SC, USA
| |
Collapse
|
7
|
Schmidt D, Reyment J, Webster E, Kirby S, Lyle D. Workplace-based health research training: a qualitative study of perceived needs in a rural setting. Health Res Policy Syst 2020; 18:67. [PMID: 32539865 PMCID: PMC7294628 DOI: 10.1186/s12961-020-00580-2] [Citation(s) in RCA: 13] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2020] [Accepted: 05/21/2020] [Indexed: 01/20/2023] Open
Abstract
Background The calls for increased numbers of researchers in rural health are growing. To meet this demand, training is needed. If training is to be effective, the value placed on research, the organisational need for research training and key targets for research skill development within a rural health organisation must be understood. Methods This qualitative study was underpinned by a critical realist perspective that allowed exploration of the organisational, cultural and structural contexts of research training and of the ability of individuals to act within these contexts. Individual interviews with purposively selected key informants from the organisation’s board, executive and facility management (n = 7) and two focus groups with a convenience sample of frontline health workers with interests in research (total n = 11) were held. Data were analysed using NVivo software and thematic analysis. Results The themes emerging from this study were the fragmentation of research activity, a need for systems that support research and collaboration for expertise. Conclusions This study has identified an overreliance on individual activity leading to a fragmented approach to research. There is a need for supportive structures, coordination and workplace leadership to overcome a longstanding culture that views research as out of the rural scope of practice. Identifying research training targets, partnering for educational expertise and planning for long-term sustainability are necessary steps toward increasing research activity in the longer term.
Collapse
Affiliation(s)
- David Schmidt
- The University of Sydney, Sydney School of Public Health, Faculty of Medicine and Health, Sydney, NSW, 2006, Australia.
| | - Jill Reyment
- Clinical Governance, Murrumbidgee Local Health District, Wagga Wagga, NSW, 2650, Australia
| | - Emma Webster
- School of Rural Health, Sydney Medical School, The University of Sydney, Dubbo, NSW, 2830, Australia
| | - Sue Kirby
- Centre for Primary Health Care & Equity, University of New South Wales, Sydney, Australia
| | - David Lyle
- University Department of Rural Health (Broken Hill), Sydney Medical School, Faculty of Medicine and Health, The University of Sydney, Broken Hill, NSW, 2880, Australia
| |
Collapse
|
8
|
Nearing KA, Nuechterlein BM, Tan S, Zerzan JT, Libby AM, Austin GL. Training Mentor-Mentee Pairs to Build a Robust Culture for Mentorship and a Pipeline of Clinical and Translational Researchers: The Colorado Mentoring Training Program. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2020; 95:730-736. [PMID: 31972672 PMCID: PMC7644265 DOI: 10.1097/acm.0000000000003152] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.8] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
The Colorado Mentoring Training program (CO-Mentor) was developed at the University of Colorado Anschutz Medical Campus in 2010, supported by the Colorado Clinical and Translational Sciences Institute. CO-Mentor represents a different paradigm in mentorship training by focusing equally on the development of mentees, who are valued as essential to institutional capacity for effective mentorship. The training model is unique among Clinical and Translational Science Award sites in that it engages mentors and mentees in an established relationship. Dyads participate in 4 day-long sessions scheduled throughout the academic year. Each session features workshops that combine didactic and experiential components. The latter provide structured opportunities to develop mentorship-related skills, including self-knowledge and goal setting, communication skills (including negotiation), "managing up," and the purposeful development of a mentorship support network. Mentors and mentees in 3 recent cohorts reported significant growth in confidence with respect to all mentorship-related skills assessed using a pre-post evaluation survey (P = .001). Mentors reported the most growth in relation to networking to engage social and professional support to realize goals as well as sharing insights regarding paths to success. Mentees reported the most growth with respect to connecting with potential/future mentors, knowing characteristics to look for in current/future mentors, and managing the work environment (e.g., prioritizing work most fruitful to advancing research/career objectives). CO-Mentor represents a novel approach to enhancing mentorship capacity by investing equally in the development of salient skills among mentees and mentors and in the mentorship relationship as an essential resource for professional development, persistence, and scholarly achievement.
Collapse
Affiliation(s)
- Kathryn A Nearing
- K.A. Nearing is assistant professor, Division of Geriatrics, Center on Aging, School of Medicine, University of Colorado Anschutz Medical Campus, and associate director for education and evaluation, VA Eastern Colorado Geriatric Research Education and Clinical Center (GRECC), Aurora, Colorado. B.M. Nuechterlein is a senior evaluation specialist, The Evaluation Center, University of Colorado Denver, School of Education and Human Development, Denver, Colorado, and Colorado Clinical and Translational Sciences Institute (CCTSI), Aurora, Colorado. S. Tan is an evaluation specialist, The Evaluation Center, University of Colorado Denver, School of Education and Human Development, Denver, Colorado, and CCTSI, Aurora, Colorado. J.T. Zerzan is chief medical officer, Washington State Health Care Authority, Olympia, Washington. A.M. Libby is professor, director, CCTSI COMentor Program, and vice chair for academic affairs, Department of Emergency Medicine, University of Colorado School of Medicine, Anschutz Medical Campus, and CCTSI, Aurora, Colorado. G.L. Austin is associate professor, director, CCTSI CO-Mentor Program, and vice chair for regional clinical affairs, Department of Medicine, University of Colorado Anschutz Medical Campus, School of Medicine, Department of Gastroenterology, and CCTSI, Aurora, Colorado
| | | | | | | | | | | |
Collapse
|
9
|
Carpenter CR, Hurria A, Lundebjerg NE, Walter LC, Mody L. Leadership Lessons: Developing Mentoring Infrastructure for GEMSSTAR Scholars. J Am Geriatr Soc 2019; 67:650-656. [PMID: 30693945 PMCID: PMC6458079 DOI: 10.1111/jgs.15787] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/19/2018] [Accepted: 12/22/2018] [Indexed: 11/28/2022]
Abstract
Through the National Institute on Aging's (NIA's) "Grants for Early Medical/Surgical Specialists" Transition to Aging Research (GEMSSTAR) U13 grant, the NIA and the American Geriatrics Society (AGS) developed three transdisciplinary research conferences with a focus on mentoring and leadership skills development. The NIA's GEMSSTAR program evolved from two earlier programs, the AGS' Dennis W. Jahnigen and the Association of Specialty Professors' T. Franklin Williams Career Development Scholars Awards. It supports the continued cultivation of the next generation of medical and surgical specialty researchers with an interest in aging research. The award requires both geriatrics and specialty mentoring and currently provides up to $150,000 a year in direct support to scholars. Additionally, the award requires that scholars have a professional development plan that is complementary to the GEMSSTAR award. The U13 conferences, focused on frailty, models of aging, and cognition, brought together GEMSSTAR scholars, former scholars, innovators, mentors, and leaders in aging research, the specialties, and geriatric medicine. This article describes the themes of each of the GEMSSTAR U13 conferences and highlights the lessons learned on mentoring, team science, aging research networks, and work-life balance. We plan to use these lessons to guide the support we provide to the growing group of emerging leaders who are poised to lead the transdisciplinary research network of the future. J Am Geriatr Soc 67:650-656, 2019.
Collapse
Affiliation(s)
| | - Arti Hurria
- City of Hope National Medical Center, Duarte, CA
| | | | - Louise C. Walter
- University of California, San Francisco School of Medicine, San Francisco, CA
| | - Lona Mody
- University of Michigan, Ann Arbor, MI
| |
Collapse
|
10
|
High K, Kritchevsky S. Finding Someone Like Me: The Secret to Successfully Mentoring Specialists in Aging Research. J Am Geriatr Soc 2019; 67:641-643. [PMID: 30893467 DOI: 10.1111/jgs.15884] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/06/2019] [Accepted: 02/10/2019] [Indexed: 11/28/2022]
Affiliation(s)
- Kevin High
- Department of Internal Medicine, Wake Forest School of Medicine, Winston Salem, North Carolina.,Sections on Infectious Diseases, Wake Forest School of Medicine, Winston Salem, North Carolina.,Sticht Center for Healthy Aging and Alzheimer's Prevention, Wake Forest School of Medicine, Winston Salem, North Carolina
| | - Stephen Kritchevsky
- Department of Internal Medicine, Wake Forest School of Medicine, Winston Salem, North Carolina.,Sticht Center for Healthy Aging and Alzheimer's Prevention, Wake Forest School of Medicine, Winston Salem, North Carolina.,Geriatric Medicine/Gerontology, Wake Forest School of Medicine, Winston Salem, North Carolina
| |
Collapse
|
11
|
Milburn NG, Hamilton AB, Lopez S, Wyatt GE. Mentoring the next generation of behavioral health scientists to promote health equity. THE AMERICAN JOURNAL OF ORTHOPSYCHIATRY 2019; 89:369-377. [PMID: 31070422 PMCID: PMC7577403 DOI: 10.1037/ort0000415] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/28/2022]
Abstract
Health inequities and disparities among various racial/ethnic minority, sexual minority, and rural populations are the focus of increasing national efforts. Three health problems disproportionately affecting these populations-HIV/AIDS, substance abuse, and trauma-deserve particular attention because of their harmful effects on health across the life span. To address these problems, our training program, the UCLA HIV/AIDS, Substance Abuse, and Trauma Training Program (HA-STTP), mentors and trains early career behavioral health scientists to conduct research using scientifically sound, culturally collaborative, and population-centered approaches. HA-STTP has been highly successful in training a diverse, productive, nationwide group of scholars. The program provides 2 years of training and mentorship to 20 (5 per year over 4 years) scholars. It is unique in its attention to traumatic stress as a form of dysregulation, particularly as experienced by underserved populations. Furthermore, our training program embraces a uniquely comprehensive, culturally grounded understanding of traumatic stress and its implications for substance abuse and HIV. HA-STTP advances scholars' knowledge of the interconnections among substance abuse, HIV/AIDS, traumatic stress, and health disparities, particularly in underrepresented populations; provides intensive mentorship to support scholars' research interests and career trajectories; capitalizes on a multidisciplinary, multiracial/ethnic network of expert faculty; and evaluates the program's impact on scholars' knowledge and productivity. By fostering the growth of scholars committed to conducting research with underrepresented populations that are disproportionately affected by HIV/AIDS, substance abuse, and traumatic stress, this program enhances nationwide efforts to diminish the prevalence of these problems and improve health and quality of life. (PsycINFO Database Record (c) 2019 APA, all rights reserved).
Collapse
Affiliation(s)
- Norweeta G Milburn
- Department of Psychiatry and Biobehavioral Sciences, Division of Population Behavioral Health, Semel Institute for Neuroscience & Human Behavior, University of California
| | - Alison B Hamilton
- Department of Psychiatry and Biobhavioral Sciences, University of California, Los Angeles
| | - Susana Lopez
- Department of Psychiatry and Biobehavioral Sciences, Division of Population Behavioral Health, University of California
| | - Gail E Wyatt
- Department of Psychiatry and Biobhavioral Sciences, University of California, Los Angeles
| |
Collapse
|
12
|
Harwood EM, Jones AR, Erickson D, Buchwald D, Johnson-Hemming J, Jones HP, Manson S, McGee R, Smith A, Steer CJ, Vishwanatha JK, Weber-Main AM, Okuyemi KS. Early career biomedical grantsmanship self-efficacy: validation of an abbreviated self-assessment tool. Ann N Y Acad Sci 2018; 1445:17-26. [PMID: 30515830 PMCID: PMC6551308 DOI: 10.1111/nyas.13995] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/07/2018] [Revised: 11/09/2018] [Accepted: 11/21/2018] [Indexed: 10/27/2022]
Abstract
A hallmark of success for early career biomedical researchers is the acquisition of research funding. There are marked disparities among principal investigators who submit grants and the likelihood of receiving national funding. The National Research Mentoring Network was funded by the National Institutes of Health to diversify the biomedical research workforce and included grantsmanship training for early career researchers. Self-efficacy in developing research grant applications is significantly improved over time with training and experience. We created a 19-item self-efficacy assessment inventory. Our aims were to confirm the internal consistency of a three-factor solution for grantsmanship confidence and to test the likelihood that self-efficacy influences grant proposal submission timing. We gathered data from 190 diverse biomedical trainees who completed NRMN grantsmanship training between August 2015 and June 2017. Findings revealed high internal consistency for items in each of three factors. There was a statistically significant association between self-efficacy mean scores and grant submission timing predicting that, for every one-point increase in the mean score, the odds of submitting a grant 6 months post-training increased by 69%. An abbreviated inventory of grantsmanship skills self-efficacy is a promising tool for monitoring changes over time in early career researchers and for promoting tailored grantsmanship interventions.
Collapse
Affiliation(s)
- Eileen M Harwood
- Division of Epidemiology and Community Health, University of Minnesota Twin Cities, Minneapolis, Minnesota
| | - Amy R Jones
- Dakota County Public Health Department, West St. Paul, Minnesota
| | - Darin Erickson
- Division of Epidemiology and Community Health, University of Minnesota Twin Cities, Minneapolis, Minnesota
| | - Dedra Buchwald
- The Elson S. Floyd College of Medicine, Washington State University, Spokane, Washington
| | | | - Harlan P Jones
- Health Science Center, University of North Texas, Fort Worth, Texas
| | - Spero Manson
- Public Health and Psychiatry, University of Colorado - Anschutz Medical Campus, Aurora, Colorado
| | - Richard McGee
- Department of Pharmacology, Feinberg School of Medicine, Northwestern University, Chicago, Illinois
| | - Ann Smith
- Minority Health and Health Disparities Research Center, University of South Alabama Medical Center, Mobile, Alabama
| | - Clifford J Steer
- Department of Medicine, University of Minnesota Medical School, Minneapolis, Minnesota
| | - Jamboor K Vishwanatha
- Department of Microbiology, Immunology and Genetics, University of North Texas, Fort Worth, Texas
| | - Anne M Weber-Main
- Division of General Internal Medicine, Department of Medicine, University of Minnesota, Minneapolis, Minnesota
| | - Kolawole S Okuyemi
- Department of Family and Preventative Medicine, University of Utah, Salt Lake City, Utah
| |
Collapse
|
13
|
Vishwanatha JK, Jones HP. Implementation of The Steps Toward Academic Research (STAR) Fellowship Program to Promote Underrepresented Minority Faculty into Health Disparity Research. Ethn Dis 2018; 28:3-10. [PMID: 29467560 DOI: 10.18865/ed.28.1.3] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/07/2023] Open
Abstract
Eliminating disparities in health can benefit from the inclusion of diverse populations pursuing health disparity research careers. A goal of the Texas Center for Health Disparities (TCHD) is to provide opportunities for underrepresented minority faculty to become successful health disparity researchers. The TCHD created the Steps Toward Academic Research (STAR) fellowship program to provide faculty and community partners a yearlong face-to-face and online hybrid curriculum focused on acquiring fundamental concepts in biomedical and behavioral health disparity research, basics in grantsmanship as well as professional development skills. In total, this training approach is envisioned to provide mutually beneficial co-learning experiences that will increase the number of under-represented minorities (URMs) entering translational research focused on the elimination of health disparities.
Collapse
Affiliation(s)
- Jamboor K Vishwanatha
- The Center for Diversity and International Programs, University of North Texas Health Science Center
| | - Harlan P Jones
- The Center for Diversity and International Programs, University of North Texas Health Science Center
| |
Collapse
|
14
|
Richardson DM, Keller TE, Wolf DSS, Zell A, Morris C, Crespo CJ. BUILD EXITO: a multi-level intervention to support diversity in health-focused research. BMC Proc 2017; 11:19. [PMID: 29375661 PMCID: PMC5773881 DOI: 10.1186/s12919-017-0080-y] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/12/2022] Open
Abstract
Background and purpose As part of the NIH BUILD initiative to diversify the scientific workforce, the EXITO project is a large multi-institutional effort to provide comprehensive support and training for undergraduates from traditionally underrepresented student populations who aspire to health-related research careers. Portland State University, a major public urban university that prioritizes student access and opportunity, and Oregon Health & Science University, a research-intensive academic health center, lead the EXITO network comprised of eleven 2-year and 4-year institutions of higher education spanning Oregon, Washington, Alaska, Hawaii, Guam, American Samoa, and the Northern Mariana Islands. The EXITO project aims for impact in biomedical research by training diverse scholars from indigenous and underserved communities affected by adverse health disparities. Project approach Guided by socio-ecological theory, the EXITO project is a multi-level intervention offering a three-year research training pathway for scholars in the biomedical, behavioral, health, and social sciences. Fundamental components of the model include student outreach and engagement, integrated curricular enhancements, intensive research experiences, multi-faceted developmental mentoring, supportive community and services, and rigorous evaluation and quality improvement. EXITO also advances faculty and institutional development in these domains by holding curriculum development conferences, creating research learning communities, awarding pilot project research funding, providing mentor training and ongoing support, collaborating with other research equity programs, and developing campus infrastructure and services to support scholars with diverse backgrounds and needs. Highlights The large and geographically broad network of EXITO institutions engages a range of diverse students, including indigenous populations and students beginning post-secondary education at community colleges. The EXITO model specifically accommodates many students transferring from 2-year partner institutions and facilitates seamless transfer to the 4-year institution. EXITO features several approaches to research training, including supported summer entry into research placements, the incorporation of responsible conduct of research content into general education curriculum, and the intentional matching of scholars with three types of mentors (e.g., peer, career, research). Implications EXITO provides an example of a comprehensive research training initiative for traditionally underrepresented students that can be implemented across a diverse range of 2-year and 4-year institutions.
Collapse
Affiliation(s)
- Dawn M Richardson
- 1School of Community Health, College of Urban and Public Affairs, Portland State University, Portland, OR 97207 USA
| | - Thomas E Keller
- 2School of Social Work, Portland State University, Portland, OR 97207 USA.,3Center for Interdisciplinary Mentoring Research, Portland State University, Portland, OR 97207 USA
| | - De' Sha S Wolf
- 3Center for Interdisciplinary Mentoring Research, Portland State University, Portland, OR 97207 USA
| | - Adrienne Zell
- 4Oregon Clinical and Translational Research Institute, Oregon Health & Science University, Portland, OR 97239 USA
| | - Cynthia Morris
- 3Center for Interdisciplinary Mentoring Research, Portland State University, Portland, OR 97207 USA.,4Oregon Clinical and Translational Research Institute, Oregon Health & Science University, Portland, OR 97239 USA
| | - Carlos J Crespo
- 1School of Community Health, College of Urban and Public Affairs, Portland State University, Portland, OR 97207 USA.,3Center for Interdisciplinary Mentoring Research, Portland State University, Portland, OR 97207 USA
| |
Collapse
|
15
|
Jones HP, McGee R, Weber-Main AM, Buchwald DS, Manson SM, Vishwanatha JK, Okuyemi KS. Enhancing research careers: an example of a US national diversity-focused, grant-writing training and coaching experiment. BMC Proc 2017; 11:16. [PMID: 29375659 PMCID: PMC5773888 DOI: 10.1186/s12919-017-0084-7] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/02/2022] Open
Abstract
Background and purpose Preparing a successful research proposal is one of the most complex skills required of professional scientists, yet this skill is rarely if ever, taught. A major goal of the National Research Mentoring Network (NRMN) in the United States (U.S.) is to support the professional advancement of postdoctoral fellows and junior faculty from diverse populations by offering intensive coaching in the development of grant proposals early in their careers. This article highlights the National Institutes of Health’s (NIH) NRMN initiative to prepare diverse constituencies of early-stage biomedicine scientists for research careers by implementation of an evidence-based nationwide program of comprehensive grant writing and professional development. Program and key highlights NRMN delivers four unique but complementary coaching models: the Proposal Preparation Program from the University of Minnesota (UMN); Grantwriters Coaching Groups from Northwestern University (NU); Grantwriting Uncovered: Maximizing Strategies, Help, Opportunities, Experiences from the University of Colorado Anschutz Medical Campus (UC) and Washington State University (WSU); and Steps Towards Academic Research from the University of North Texas Health Science Center (UNTHSC). Because these programs cater to scientists at different career stages, rather than employ a single approach, each is uniquely tailored to test its efficacy at the national level. The first two models prioritize scientists with reasonably well-developed research projects who are ready to write proposals for specific NIH research competitions. The other two models target postdoctoral fellows and early-career faculty who need more extensive guidance in proposal development plans. To achieve scalability, all programs also recruit faculty as Coaches-in-Training to learn approaches and acquire particular group facilitation skills required by each model. Implications These efforts exemplify NRMN’s potential to enhance the career development of diverse trainees on a national scale, building research skills, competitiveness for obtaining faculty positions and capacities that will result in high quality research proposals from a diverse pool of applicants, thereby advancing innovations in science and diversifying the U.S. biomedical workforce.
Collapse
Affiliation(s)
- Harlan P Jones
- 1Center for Diversity and International Programs, University of North Texas Health Science Center, Fort Worth, TX 76107 USA
| | - Richard McGee
- 2Feinberg School of Medicine, Northwestern University, Chicago, IL 60611 USA
| | - Anne Marie Weber-Main
- 3Department of Medicine, University of Minnesota Medical School, Minneapolis, MN 55455 USA
| | - Dedra S Buchwald
- 4Initiative for Research and Education to Advance Community Health, Washington State University, Seattle, WA 98164 USA
| | - Spero M Manson
- 5Centers for American Indian and Alaska Native Health, Colorado School of Public Health, University of Colorado Anschutz Medical Campus, Aurora, CO 80045 USA
| | - Jamboor K Vishwanatha
- 1Center for Diversity and International Programs, University of North Texas Health Science Center, Fort Worth, TX 76107 USA
| | - Kolawole S Okuyemi
- 6Department of Family and Preventive Medicine, University of Utah School of Medicine, Salt Lake City, UT 84108 USA
| |
Collapse
|
16
|
Collins TW, Aley SB, Boland T, Corral G, Cox MB, Echegoyen LE, Grineski SE, Morera OF, Nazeran H. BUILDing SCHOLARS: enhancing diversity among U.S. biomedical researchers in the Southwest. BMC Proc 2017; 11:12. [PMID: 29375655 PMCID: PMC5773870 DOI: 10.1186/s12919-017-0095-4] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/01/2022] Open
Abstract
Background and purpose With funding from the National Institutes of Health, BUILDing SCHOLARS was established at The University of Texas at El Paso with the goal of implementing, evaluating and sustaining a suite of institutional, faculty and student development interventions in order to train the next generation of biomedical researchers from the U.S. Southwest region, where the need is dire among underserved communities. The focus is on supporting the infrastructure necessary to train and mentor students so they persist on pathways across a range of biomedical research fields. The purpose of this article is to highlight the design and implementation of BUILDing SCHOLARS' key interventions, which offer a systemic student training model for the U.S. Southwest. In-depth reporting of evaluation results is reserved for other technical publications. Program and key highlights BUILDing SCHOLARS uses a comprehensive regional approach to undergraduate training through a multi-institution consortium that includes 12 research partners and various pipeline partners across Texas, New Mexico, and Arizona. Through faculty collaborations and undergraduate research training, the program integrates social and behavioral sciences and biomedical engineering while emphasizing seven transdisciplinary nodes of biomedical research excellence that are common across partner institutions: addiction, cancer, degenerative and chronic diseases, environmental health, health disparities, infectious diseases, and translational biomedicine. Key interventions aim to: (1) improve institutional capacities by expanding undergraduate research training infrastructures; (2) develop an intra- and cross-institutional mentoring-driven "community of practice" to support undergraduate student researchers; (3) broaden the pool of student participants, improve retention, and increase matriculation into competitive graduate programs; and (4) support faculty and postdoctoral personnel by training them in research pedagogy and mentoring techniques and providing them with resources for increasing their research productivity. Student training activities focus on early interventions to maximize retention and on enabling students to overcome common barriers by addressing their educational endowments, science socialization, network development, family expectations, and material resources. Over the long term, BUILDing SCHOLARS will help increase the diversity of the biomedical research workforce in the U.S. by meeting the needs of students from the Southwest region and by serving as a model for other institutions.
Collapse
Affiliation(s)
- Timothy W Collins
- 1Department of Sociology & Anthropology, University of Texas at El Paso, El Paso, TX 79968 USA
| | - Stephen B Aley
- 2Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968 USA
| | - Thomas Boland
- 3Department of Metallurgical & Materials Engineering, University of Texas at El Paso, El Paso, TX 79968 USA
| | - Guadalupe Corral
- 4Research Evaluation & Assessment Services, University of Texas at El Paso, El Paso, TX 79968 USA
| | - Marc B Cox
- 2Department of Biological Sciences, University of Texas at El Paso, El Paso, TX 79968 USA
| | - Lourdes E Echegoyen
- 5Campus Office of Undergraduate Research Initiatives and Department of Chemistry, University of Texas at El Paso, El Paso, TX 79968 USA
| | - Sara E Grineski
- 1Department of Sociology & Anthropology, University of Texas at El Paso, El Paso, TX 79968 USA
| | - Osvaldo F Morera
- 6Department of Psychology, University of Texas at El Paso, El Paso, TX 79968 USA
| | - Homer Nazeran
- 7Department of Electrical & Computer Engineering, University of Texas at El Paso, El Paso, TX 79968 USA
| |
Collapse
|
17
|
Trego LL. Developing a military nurse scientist program of research: A military women's health exemplar. Nurs Outlook 2017; 65:S130-S139. [DOI: 10.1016/j.outlook.2017.08.008] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/31/2017] [Revised: 07/28/2017] [Accepted: 08/04/2017] [Indexed: 11/28/2022]
|
18
|
McBride AB, Campbell J, Woods NF, Manson SM. Building a mentoring network. Nurs Outlook 2017; 65:305-314. [PMID: 28455112 PMCID: PMC5897056 DOI: 10.1016/j.outlook.2016.12.001] [Citation(s) in RCA: 25] [Impact Index Per Article: 3.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2016] [Revised: 11/16/2016] [Accepted: 12/01/2016] [Indexed: 11/26/2022]
Abstract
BACKGROUND Mentoring has long been regarded as one of the key components of research training and faculty development. PURPOSE The Robert Wood Johnson Foundation Nurse Faculty Scholars program purposely facilitated scholars' development of a mentoring network by providing each individual with three mentors: a school-of-nursing mentor (primary), a university-based non-nurse research mentor (research), and a nationally-recognized nurse leader at another university (national). METHOD The Mentorship Effectiveness Scale was used to assess the effectiveness of each type of mentor in the first five completed cohorts. DISCUSSION The ratings of mentorship effectiveness for all three kinds of mentors were generally high. Scholars valued most their mentors' support and advocacy; the biggest weakness in dealing with all mentors was accessibility. CONCLUSION Even when one mentor proved a poor match, another mentor turned out to be an advocate and helpful, thus reaffirming the benefits of a mentoring network as opposed to only a single mentoring relationship. One lesson learned is the importance of preparing mentors for their role via written materials, in-person or phone orientations, and discussions at the annual meeting.
Collapse
Affiliation(s)
| | - Jacquelyn Campbell
- Johns Hopkins School of Nursing, Baltimore, MD; Robert Wood Johnson Foundation Nurse Faculty Scholars Program, Baltimore, MD
| | | | - Spero M Manson
- University of Colorado School of Public Health, Denver, CO
| |
Collapse
|
19
|
Strategies for enhancing research in aging health disparities by mentoring diverse investigators. J Clin Transl Sci 2017; 1:167-175. [PMID: 28856013 PMCID: PMC5573262 DOI: 10.1017/cts.2016.23] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/02/2022] Open
Abstract
Introduction The Resource Centers for Minority Aging Research (RCMAR) program was launched in 1997. Its goal is to build infrastructure to improve the well-being of older racial/ethnic minorities by identifying mechanisms to reduce health disparities. Methods Its primary objectives are to mentor faculty in research addressing the health of minority elders and to enhance the diversity of the workforce that conducts elder health research by prioritizing the mentorship of underrepresented diverse scholars. Results Through 2015, 12 centers received RCMAR awards and provided pilot research funding and mentorship to 361 scholars, 70% of whom were from underrepresented racial/ethnic groups. A large majority (85%) of RCMAR scholars from longstanding centers continue in academic research. Another 5% address aging and other health disparities through nonacademic research and leadership roles in public health agencies. Conclusions Longitudinal, team-based mentoring, cross-center scholar engagement, and community involvement in scholar development are important contributors to RCMAR’s success.
Collapse
|
20
|
Libby AM, Hosokawa PW, Fairclough DL, Prochazka AV, Jones PJ, Ginde AA. Grant Success for Early-Career Faculty in Patient-Oriented Research: Difference-in-Differences Evaluation of an Interdisciplinary Mentored Research Training Program. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2016; 91:1666-1675. [PMID: 27332867 PMCID: PMC5177544 DOI: 10.1097/acm.0000000000001263] [Citation(s) in RCA: 23] [Impact Index Per Article: 2.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/16/2023]
Abstract
PURPOSE Since 2004, the Clinical Faculty Scholars Program (CFSP) at the University of Colorado Anschutz Medical Campus has provided intensive interdisciplinary mentoring and structured training for early-career clinical faculty from multiple disciplines conducting patient-oriented clinical and outcomes research. This study evaluated the two-year program's effects by comparing grant outcomes for CFSP participants and a matched comparison cohort of other junior faculty. METHOD Using 2000-2011 institutional grant and employment data, a cohort of 25 scholars was matched to a cohort of 125 comparison faculty (using time in rank and pre-period grant dollars awarded). A quasi-experimental difference-in-differences design was used to identify the CFSP effect on grant outcomes. Grant outcomes were measured by counts and dollars of grant proposals and awards as principal investigator. Outcomes were compared within cohorts over time (pre- vs. post-period) and across cohorts. RESULTS From pre- to post-period, mean annual counts and dollars of grant awards increased significantly for both cohorts, but mean annual dollars increased significantly more for the CFSP than for the comparison cohort (delta $83,427 vs. $27,343, P < .01). Mean annual counts of grant proposals also increased significantly more for the CFSP than for the comparison cohort: 0.42 to 2.34 (delta 1.91) versus 0.77 to 1.07 (delta 0.30), P < .01. CONCLUSIONS Institutional investment in mentored research training for junior faculty provided significant grant award gains that began after one year of CFSP participation and persisted over time. The CFSP is a financially sustainable program with effects that are predictable, significant, and enduring.
Collapse
Affiliation(s)
- Anne M Libby
- A.M. Libby is professor and vice chair for academic affairs, Department of Emergency Medicine, University of Colorado School of Medicine, Anschutz Medical Campus, Aurora, Colorado. P.W. Hosokawa is senior professional research associate, Adult and Child Consortium for Outcomes Research and Dissemination Sciences (ACCORDS), University of Colorado Anschutz Medical Campus, Aurora, Colorado. D.L. Fairclough is professor, Department of Biostatistics, Colorado School of Public Health, University of Colorado Anschutz Medical Campus, Aurora, Colorado. A.V. Prochazka is professor, Department of Medicine, University of Colorado School of Medicine, Anschutz Medical Campus, Aurora, Colorado, and assistant chief, Research, Ambulatory Care, Denver Veterans Affairs, Denver, Colorado. P.J. Jones is clinical instructor, Department of Pediatrics, School of Medicine, University of Colorado Anschutz Medical Campus, Aurora, Colorado. A.A. Ginde is associate professor, Department of Emergency Medicine, University of Colorado School of Medicine, Anschutz Medical Campus, Aurora, Colorado
| | | | | | | | | | | |
Collapse
|
21
|
Libby AM, Cornfield DN, Abman SH. There Is No "I" in Team: New Challenges for Career Development in the Era of Team Science. J Pediatr 2016; 177:4-5. [PMID: 27473883 DOI: 10.1016/j.jpeds.2016.06.082] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Anne M Libby
- Department of Emergency Medicine, School of Medicine, University of Colorado, Aurora, CO.
| | - David N Cornfield
- Division of Pulmonary, Asthma and Sleep Medicine, Center for Excellence in Pulmonary Biology, Stanford University, Stanford, CA
| | - Steven H Abman
- Pediatric Heart Lung Center, Section of Pulmonary Medicine, Department of Pediatrics, University of Colorado, School of Medicine, Aurora, CO
| |
Collapse
|
22
|
Abstract
UNLABELLED Investigators from diverse racial and ethnic backgrounds are grossly underrepresented in the nation's biomedical research enterprise. Projections of current demographic trends suggest that population growth rates of minority populations will outpace that of the Caucasian population by 2060. Thus, this workforce will remain a poor reflection of the U.S. POPULATION As a result of this underrepresentation of all sectors of the U.S. populace, the majority of the HIV research involving minority populations-those disproportionately impacted by HIV infection-will be conducted by investigators who do not resemble them. Although this does not necessarily preclude scientifically valid and important research, it produces research without the important cultural and contextual issues that can enhance the utility and generalizability of specific findings or interventions. The goal of this review is to not only raise awareness of the small numbers of minority investigators engaged in biomedical research, but also to identify the challenges to recruiting and retaining these investigators. In this article, while we discuss issues of diversity in general, the focus will be upon the mental health aspects of the HIV epidemic for illustrative purposes: to demonstrate the issues associated with enhancing investigator diversity as a strategy for remediating the chronic shortage of historically underrepresented investigators in scientific research. After presenting the magnitude of the problem and a rationale for enhancing diversity of the biomedical research workforce, we identify a number of potential reasons and challenges for the shortage of minority investigators. Aspects of the mentoring process, together with ten key suggestions, are discussed as the backdrop for the supplement papers that follow (dealing with mentoring principles, challenges, and mentoring-related issues on mentee, mentor, mentee-mentor relationship, and programs). By identifying these realities we hope to: (1) promote greater discussions of these challenges in academic institutions and settings; (2) suggest meaningful strategies to address these challenges; and (3) foster a national discussion about the long-term investment necessary for permanent change, as there are no easy 'fixes' for these challenges.
Collapse
|
23
|
Manson SM. Early-Stage Investigators and Institutional Interface: Importance of Organization in the Mentoring Culture of Today's Universities. AIDS Behav 2016; 20 Suppl 2:304-10. [PMID: 27044483 DOI: 10.1007/s10461-016-1391-0] [Citation(s) in RCA: 33] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
Abstract
Mentors have an active role in teaching mentees to scan their academic environments for the resources to advance their research careers, to assess the gaps between what's available and needed to succeed, and to develop strategies to fill these gaps. Yet achieving instrumentality is a necessary, but insufficient condition by which to accomplish the desired endpoints. Mentors and mentees must recognize that the organizations to which they belong are cultural in nature: characterized by vision, values, norms, systems, symbols, language, assumptions, beliefs, and habits. Understanding the collective behaviors and assumptions of peers and leaders in terms of the shared perceptions, thoughts, and feelings of organizational membership is essential to success. Institutions, in turn, must examine the extent to which they offer action possibilities: opportunities that promote the developmental trajectories of early stage investigators-in-training. Lack of awareness of the possible dissonance of this reality adversely affects many young faculty members.
Collapse
Affiliation(s)
- Spero M Manson
- Centers for American Indian and Alaska Native Health, Colorado School of Public Health, University of Colorado, Anschutz Medical Campus, Nighthorse Campbell Native Health Building, Room 322, Mail Stop F800, Aurora, CO, 80045, USA.
| |
Collapse
|
24
|
Pfund C, Byars-Winston A, Branchaw J, Hurtado S, Eagan K. Defining Attributes and Metrics of Effective Research Mentoring Relationships. AIDS Behav 2016; 20 Suppl 2:238-48. [PMID: 27062425 DOI: 10.1007/s10461-016-1384-z] [Citation(s) in RCA: 99] [Impact Index Per Article: 12.4] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Despite evidence of mentoring's importance in training researchers, studies to date have not yet determined which mentoring relationships have the most impact and what specific factors in those mentoring relationships contribute to key outcomes, such as the commitment to and persistence in research career paths for emerging researchers from diverse populations. Efforts to broaden participation and persistence in biomedical research careers require an understanding of why and how mentoring relationships work and their impact, not only to research training but also to promoting career advancement. This paper proposes core attributes of effective mentoring relationships, as supported by the literature and suggested by theoretical models of academic persistence. In addition, both existing and developing metrics for measuring the effectiveness of these attributes within mentoring relationships across diverse groups are presented, as well as preliminary data on these metrics from the authors' work.
Collapse
Affiliation(s)
- Christine Pfund
- Mentor Training Core, National Research Mentoring Network, University of Wisconsin-Madison, Madison, WI, USA.
- Institute for Clinical and Translational Research, Department of Medicine, School of Medicine and Public Health, University of Wisconsin-Madison, Madison, WI, USA.
- Wisconsin Center for Education Research, University of Wisconsin-Madison, Madison, WI, USA.
| | - Angela Byars-Winston
- Department of Medicine, School of Medicine and Public Health, University of Wisconsin-Madison, Madison, WI, USA
- Center for Women's Health Research, University of Wisconsin-Madison, Madison, WI, USA
| | - Janet Branchaw
- Mentor Training Core, National Research Mentoring Network, University of Wisconsin-Madison, Madison, WI, USA
- Department of Kinesiology, University of Wisconsin-Madison, Madison, WI, USA
- Wisconsin Institute for Science Education and Community Engagement (WISCIENCE), University of Wisconsin-Madison, Madison, WI, USA
| | - Sylvia Hurtado
- Graduate School of Education and Information Studies, University of California-Los Angeles, Los Angeles, CA, USA
| | - Kevin Eagan
- Graduate School of Education and Information Studies, University of California-Los Angeles, Los Angeles, CA, USA
- Cooperative Institutional Research Program, University of California- Los Angeles, Los Angeles, CA, USA
| |
Collapse
|
25
|
Nearing KA, Hunt C, Presley JH, Nuechterlein BM, Moss M, Manson SM. Solving the Puzzle of Recruitment and Retention-Strategies for Building a Robust Clinical and Translational Research Workforce. Clin Transl Sci 2015; 8:563-7. [PMID: 26009882 DOI: 10.1111/cts.12277] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022] Open
Abstract
This paper is the first in a five-part series on the clinical and translational science educational pipeline and presents strategies to support recruitment and retention to create diverse pathways into clinical and translational research (CTR). The strategies address multiple levels or contexts of persistence decisions and include: (1) creating a seamless pipeline by forming strategic partnerships to achieve continuity of support for scholars and collective impact; (2) providing meaningful research opportunities to support identity formation as a scientist and sustain motivation to pursue and persist in CTR careers; (3) fostering an environment for effective mentorship and peer support to promote academic and social integration; (4) advocating for institutional policies to alleviate environmental pull factors; and, (5) supporting program evaluation-particularly, the examination of longitudinal outcomes. By combining institutional policies that promote a culture and climate for diversity with quality, evidence-based programs and integrated networks of support, we can create the environment necessary for diverse scholars to progress successfully and efficiently through the pipeline to achieve National Institutes of Health's vision of a robust CTR workforce.
Collapse
Affiliation(s)
| | - Cerise Hunt
- The Evaluation Center, University of Colorado Denver, Colorado, USA
| | | | | | - Marc Moss
- Colorado CTSI Education, Training and Career Development Pillar, University of Colorado, Aurora, Colorado, USA
| | - Spero M Manson
- Colorado CTSI Education, Training and Career Development Pillar, University of Colorado, Aurora, Colorado, USA
| |
Collapse
|
26
|
Northridge ME, Holtzman D, Bergeron CD, Zambrana RE, Greenberg MR. Mentoring for publication in the American Journal of Public Health. Am J Public Health 2015; 105 Suppl 1:S14-6. [PMID: 25706009 DOI: 10.2105/ajph.2014.302543] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/31/2022]
Affiliation(s)
- Mary Evelyn Northridge
- Mary E. Northridge is Editor-in-Chief, Deborah Holtzman is Department Editor, Caroline D. Bergeron and Ruth E. Zambrana were editorial board members, and Michael R. Greenberg is Associate Editor of the American Journal of Public Health
| | | | | | | | | |
Collapse
|
27
|
Hinds PS, Britton DR, Coleman L, Engh E, Humbel TK, Keller S, Kelly KP, Menard J, Lee MA, Roberts-Turner R, Walczak D. Creating a career legacy map to help assure meaningful work in nursing. Nurs Outlook 2015; 63:211-8. [DOI: 10.1016/j.outlook.2014.08.002] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/16/2013] [Revised: 07/15/2014] [Accepted: 08/04/2014] [Indexed: 10/24/2022]
|
28
|
DeCastro R, Sambuco D, Ubel PA, Stewart A, Jagsi R. Batting 300 is good: perspectives of faculty researchers and their mentors on rejection, resilience, and persistence in academic medical careers. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2013; 88:497-504. [PMID: 23425991 PMCID: PMC3645975 DOI: 10.1097/acm.0b013e318285f3c0] [Citation(s) in RCA: 35] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/10/2023]
Abstract
PURPOSE Professional rejection is a frequent experience in an academic medical career. The authors sought to understand how rejection affects those pursuing such careers and why some individuals may be more resilient than others in a population of individuals with demonstrated ability and interest in research careers. METHOD Between February 2010 and August 2011, the authors conducted semistructured, in-depth telephone interviews with 100 former recipients of National Institutes of Health mentored career development awards and 28 of their mentors. Purposive sampling ensured a diverse range of viewpoints. Multiple analysts thematically coded verbatim transcripts using qualitative data analysis software. RESULTS Participants described a variety of experiences with criticism and rejection in their careers, as well as an acute need for persistence and resilience in the face of such challenges. Through their narratives, participants also vividly described a range of emotional and behavioral responses to their experiences of professional rejection. Their responses illuminated the important roles that various factors, including mentoring and gender, have played in shaping the ultimate influence of rejection on their own careers and on the careers of those they have mentored. CONCLUSIONS Responses to rejection vary considerably, and negative responses can lead promising individuals to abandon careers in academic medicine. Resilience does not, however, seem to be immutable-It can be learned. Given the frequency of experiences with rejection in academic medicine, strategies such as training mentors to foster resilience may be particularly helpful in improving faculty retention in academic medicine.
Collapse
Affiliation(s)
- Rochelle DeCastro
- Center for Bioethics and Social Science in Medicine, Department of Radiation Oncology, University of Michigan, Ann Arbor, Michigan 48109-5010, USA
| | | | | | | | | |
Collapse
|
29
|
Hilliard TM, Boulton ML. Public health workforce research in review: a 25-year retrospective. Am J Prev Med 2012; 42:S17-28. [PMID: 22502923 DOI: 10.1016/j.amepre.2012.01.031] [Citation(s) in RCA: 73] [Impact Index Per Article: 6.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/06/2011] [Revised: 11/28/2011] [Accepted: 01/17/2012] [Indexed: 11/28/2022]
Abstract
CONTEXT The Robert Wood Johnson Foundation commissioned a systematic review of public health workforce literature in fall 2010. This paper reviews public health workforce articles published from 1985 to 2010 that support development of a public health workforce research agenda, and address four public health workforce research themes: (1) diversity; (2) recruitment, retention, separation, and retirement; (3) education, training, and credentialing; and (4) pay, promotion, performance, and job satisfaction. EVIDENCE ACQUISITION PubMed, ERIC, and Web of Science databases were used to search for articles; Google search engine was used to identify gray literature. The study used the following inclusion criteria: (1) articles written in English published in the U.S.; (2) the main theme(s) of the article relate to at least one of the four public health workforce research themes; and (3) the document focuses on the domestic public health workforce. EVIDENCE SYNTHESIS The literature suggests that the U.S. public health workforce is facing several urgent priorities that should be addressed, including: (1) developing an ethnically/racially diverse membership to meet the needs of an increasingly diverse nation; (2) recruiting and retaining highly trained, well-prepared employees, and succession planning to replace retirees; (3) building public health workforce infrastructure while also confronting a major shortage in the public health workforce, through increased education, training, and credentialing; and (4) ensuring competitive salaries, opportunities for career advancement, standards for workplace performance, and fostering organizational cultures which generate high levels of job satisfaction for effective delivery of services. CONCLUSIONS Additional research is needed in all four thematic areas reviewed to develop well-informed, evidence-based strategies for effectively addressing critical issues facing the public health workforce.
Collapse
Affiliation(s)
- Tracy M Hilliard
- Department of Psychosocial and Community Health, Public Health - Seattle & King County, and University of Washington, Seattle, Washington, USA.
| | | |
Collapse
|
30
|
Elliott-Rudder M. Researcher networking drives change: an autoenthnographic narrative analysis from medical graduate to primary health researcher. Aust J Prim Health 2010; 16:108-15. [PMID: 21133308 DOI: 10.1071/py09054] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/23/2022]
Abstract
This narrative study aims to provide an illustrative example of the role of networking in a career path into doctoral candidature and research. Currently there is a push to build capacity for primary health care research. Mentoring and networking are increasingly relevant for recruitment, retention and research output, as can be seen in the case of this novice rural female researcher. The narrative ofmy career path from a rural general practice trainee, general practice obstetrician and educator through to postgraduate researcher is mapped and analysed. In this light this paper witnesses the development of the cluster-randomised controlled trial that is the basis of my doctoral research. My research topic is the use of a motivational interviewing intervention to increase breastfeeding rates through increased support for mothers. Analysis of connections among researchers who have influenced my career transitions reveals my gradual awareness of parallels with the theoretical framework of motivational interviewing. Themes that arise are related to the spirit of motivational interviewing: linkage and collaboration, exchange and evocation, career direction and autonomy. There are potential public health benefits from promoting such connections that may help to sustain motivation and increase output in both breastfeeding and primary health care research.
Collapse
Affiliation(s)
- Megan Elliott-Rudder
- Rural Clinical School, Faculty of Medicine, The University of New South Wales, PO Box 5695, Wagga Wagga, NSW 2650, Australia.
| |
Collapse
|
31
|
Bakken LL, Byars-Winston A, Gundermann DM, Ward EC, Slattery A, King A, Scott D, Taylor RE. Effects of an educational intervention on female biomedical scientists' research self-efficacy. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2010; 15:167-83. [PMID: 19774477 PMCID: PMC2848695 DOI: 10.1007/s10459-009-9190-2] [Citation(s) in RCA: 12] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/10/2009] [Accepted: 08/16/2009] [Indexed: 05/10/2023]
Abstract
Women and people of color continue to be underrepresented among biomedical researchers to an alarming degree. Research interest and subsequent productivity have been shown to be affected by the research training environment through the mediating effects of research self-efficacy. This article presents the findings of a study to determine whether a short-term research training program coupled with an efficacy enhancing intervention for novice female biomedical scientists of diverse racial backgrounds would increase their research self-efficacy beliefs. Forty-three female biomedical scientists were randomized into a control or intervention group and 15 men participated as a control group. Research self-efficacy significantly increased for women who participated in the self-efficacy intervention workshop. Research self-efficacy within each group also significantly increased following the short-term research training program, but cross-group comparisons were not significant. These findings suggest that educational interventions that target sources of self-efficacy and provide domain-specific learning experiences are effective at increasing research self-efficacy for women and men. Further studies are needed to determine the longitudinal outcomes of this effort.
Collapse
Affiliation(s)
- Lori L Bakken
- Department of Medicine, University of Wisconsin-Madison, Madison, WI, 53706, USA,
| | | | | | | | | | | | | | | |
Collapse
|
32
|
The new nurse investigator. J Assoc Nurses AIDS Care 2010; 21:459-62. [PMID: 20413328 DOI: 10.1016/j.jana.2010.03.001] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/01/2010] [Revised: 03/04/2010] [Accepted: 03/04/2010] [Indexed: 11/21/2022]
|
33
|
Forsyth AD, Stoff DM. Key issues in mentoring in HIV prevention and mental health for new investigators from underrepresented racial/ethnic groups. Am J Public Health 2009; 99 Suppl 1:S87-91. [PMID: 19246661 PMCID: PMC2724928 DOI: 10.2105/ajph.2008.155085] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 01/08/2009] [Indexed: 11/04/2022]
Abstract
We examine the challenges and barriers to quality mentoring for new investigators from underrepresented racial/ethnic groups and propose solutions for establishing a robust pipeline of early-career scientists who are well equipped to conduct research on disparities in HIV and mental health. In addition, we review contributions to this special supplement on mentoring and advocate a multilevel strategy that targets funding agencies, academic and research institutions, mentors, and mentees to enhance the diversity of the nation's scientific workforce and ensure that the public health system benefits from innovations derived from the optimal use of existing human capital.
Collapse
Affiliation(s)
- Andrew D Forsyth
- Center for Mental Health Research on AIDS, National Institute of Mental Health, 6001 Executive Blvd, Room 6204, MSC 9619, Bethesda, MD 20892-9619, USA.
| | | |
Collapse
|
34
|
Stoff DM, Forsyth A, Marquez ED, McClure S. Introduction: the case for diversity in research on mental health and HIV/AIDS. Am J Public Health 2009; 99 Suppl 1:S8-15. [PMID: 19246664 DOI: 10.2105/ajph.2008.153536] [Citation(s) in RCA: 13] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/04/2022]
Abstract
This introductory article provides background and sets the stage for the mentoring programs described in this special supplement. The goal of these programs is to develop scientists from racial/ethnic groups underrepresented in the area of HIV/AIDS research on issues related to mental health. We describe recent epidemiological trends associated with HIV infection in diverse populations, the need for mentoring programs to study disparities, and the ongoing mentoring programs supported by the National Institutes of Health targeting investigators underrepresented in the workforce. We also provide a summary of the content of the articles to follow. We conclude with a comment on future needs and actions.
Collapse
Affiliation(s)
- David M Stoff
- Center for Mental Health Researchon AIDS, National Institute of Mental Health, 6001 Executive Blvd, Bethesda, MD 20892-9619, USA.
| | | | | | | |
Collapse
|