McGee Richard, DeLong Mary J
Graduate Partnerships Program, Office of Intramural Training and Education, Office of Intramural Research, Office of the Director, National Institutes of Health, Bethesda, MD 20892-0234, USA.
CBE Life Sci Educ. 2007 Summer;6(2):119-31. doi: 10.1187/cbe.06-06-0169.
The Graduate Partnerships Program (GPP), established in 2000, links universities with National Institutes of Health (NIH) laboratories for predoctoral training. Several partnerships required that students create collaborative dissertations between at least one NIH and one university research mentor. More than 60 students have entered into these co-mentored research collaborations, and many others established them even though not required. Much was learned about the experiences of these and other GPP students by using structured interviews as part of a formal self-study of the GPP in 2005. Complications of trying to work with two mentors are managed through careful program design and mentor selection. In the collaborative model, students develop a complex set of scientific and interpersonal skills. They lead their own independent research projects, drawing on the expertise of multiple mentors and acquiring skills at negotiating everyone's interests. They develop high levels of independence, maturity, flexibility, and the ability to see research questions from different perspectives. No evidence was found that co-mentoring diminishes the normally expected accomplishments of a student during the Ph.D. Multi-mentored dissertations require skills not all graduate students may possess this early in training, but for those who do, they can promote rapid and extensive development of skills needed for collaborative, interdisciplinary research.
研究生合作项目（GPP）于2000年设立，旨在将大学与国立卫生研究院（NIH）的实验室联系起来，开展博士前培训。一些合作要求学生在至少一位NIH导师和一位大学研究导师之间撰写合作论文。60多名学生参与了这些共同指导的研究合作，还有许多学生即使没有要求也建立了合作关系。2005年，通过结构化访谈作为GPP正式自我研究的一部分，我们对这些以及其他GPP学生的经历有了很多了解。通过精心的项目设计和导师选拔来处理与两位导师合作时出现的复杂问题。在合作模式中，学生培养了一系列复杂的科学和人际交往能力。他们领导自己的独立研究项目，利用多位导师的专业知识，并掌握协调各方利益的技能。他们培养了高度的独立性、成熟度、灵活性以及从不同角度看待研究问题的能力。没有证据表明共同指导会降低学生在博士期间通常预期的成就。多导师指导的论文需要一些并非所有研究生在培训早期都具备的技能，但对于那些具备这些技能的学生来说，它们可以促进合作性、跨学科研究所需技能的快速广泛发展。
