美国学术医学研究学院的小组同行指导模型的随机对照试验
Linda H Pololi1, Arthur T Evans2, Mark Brimhall-Vargas3
1National Initiative on Gender, Culture and Leadership in Medicine: C-Change, Institute for Economic and Racial Equity, The Heller School for Social Policy and Management, Brandeis University, Waltham, MA, USA.
Journal of clinical and translational science
|September 1, 2023
概括
一个小组同行指导计划改善了职业生涯中期生物医学研究人员的自我有效性和多样性评估. 虽然活力没有显著增加,但感知到的活力和相关技能显示出有意义的收益,这表明该计划有希望.
科学领域:
- 生物医学研究生物医学研究
- 学术医学 学术医学
- 教师发展学院发展学院
背景情况:
- 职业生涯中期是一个关键的,但往往具有挑战性的,生物医学研究教师的过渡点.
- 许多研究人员在职业生涯中期离开NIH资助的职业生涯.
- 需要进行支持性干预,以维持教师的活力和职业发展.
研究的目的:
- 评估不同生物医学研究人员的小组同行指导计划的有效性.
- 提高教师活力,职业发展和跨文化能力.
- 在研究,职业进步和指导他人方面提高自我效能.
主要方法:
- 一个分层的随机对照试验与等候名单对照组.
- 涉及40个多元化的职业生涯中期早期研究教师,并获得了主要的赠款资金.
- 一个为期一年的干预,方便,结构化的小组同行指导 (季度会议).
主要成果:
- 干预组在职业进步 (D=0.41,P=0.05) 和研究 (D=0.57,P=0.02) 方面表现出更高的自我效能.
- 参与者报告了更高的感知活力 (D=1.47,P=0.03) 并更重视多样性 (D=0.46,P=0.02).
- 在认知同情,反性别主义/种族主义技能和指导自我效能方面观察到显著的改善.
结论:
- 小组同行指导干预为多样化的中职生物医学教师提供了关键技能和维度的有意义的改进.
- 该计划展示了维持教师活力和增强跨文化能力的潜力.
- 这种方法提供了一个有前途的策略,以支持研究人员在关键的职业转型期间.
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