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Updated: May 15, 2025

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Project-Based Learning Guidelines for Health Sciences Students: An Analysis with Data Mining and Qualitative Techniques

Published on: December 9, 2022

为学术医学研究学院实施和评估一个小组同行指导和领导力发展计划

Linda H Pololi¹, Janet T Civian¹, Mark Brimhall-Vargas¹

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

|April 9, 2025

概括

生物医学研究教师的新型指导计划显著提高了活力,职业进步和包容性. 这次干预成功地解决了教师面临的关键挑战,促进了更公平的学术环境.

科学领域:

学术医学学术医学
教师发展学院发展学院
导师计划导师计划

背景情况:

研究教师经常遇到问题,如不充分的指导,减少活力,和燃烧.
有必要采取有效的干预措施,支持和保留学术医学的研究教师.

研究的目的:

评估一种新型指导干预,C-Change指导与领导研究所对生物医学研究教师的影响.
评估该计划在提高教师活力,职业进步和跨文化能力方面的有效性.

主要方法:

作为NIH资助的随机对照研究的一部分,两次 (2020-2022) 进行了一年的方便小组同行指导计划.
该干预涉及40名职业生涯中期的医学博士和博士研究人员,其中包括27所美国医学院的妇女和代表性不足的种族/族群.

主要成果:

参与者对接受的指导表示高度满意.
有效的指导与提高教师活力,职业进步的自我效能,改善工作与生活的融合,以及增加包容感和重视多样性的强烈相关.

结论:

导师模式有效地包括多元化的教师,尽量减少与权力,性别,种族和种族有关的问题.
干预成功培养了教师活力,职业发展,跨文化参与,以及在学术医学中包容的卓越.

关键词:

同行指导 - 同行指导学术医学是学术医学.多样性的多样性多样性的多样性学院教师的教师是什么意思领导领导领导领导领导领导领导研究的研究研究的研究.

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