Lewis Vivian, Martina Camille A, McDermott Michael P, Trief Paula M, Goodman Steven R, Morse Gene D, LaGuardia Jennifer G, Sharp Daryl, Ryan Richard M
V. Lewis is professor, Department of Obstetrics and Gynecology, and vice provost for faculty development and diversity, University of Rochester School of Medicine and Dentistry, Rochester, New York. C.A. Martina is research assistant professor, Department of Public Health Sciences, University of Rochester School of Medicine and Dentistry, Rochester, New York. M.P. McDermott is professor, Departments of Biostatistics and Computational Biology and Neurology, University of Rochester School of Medicine and Dentistry, Rochester, New York. P.M. Trief is professor, Departments of Psychiatry and Behavioral Sciences and Medicine, and senior associate dean for faculty affairs and faculty development, SUNY Upstate Medical University, Syracuse, New York. S.R. Goodman is professor, Department of Pediatrics and Physiology, and vice chancellor for research, University of Tennessee Health Science Center, Memphis Tennessee. G.D. Morse is SUNY distinguished professor of pharmacy practice, School of Pharmacy and Pharmaceutical Sciences, University at Buffalo, Buffalo, New York. J.G. LaGuardia is affiliated with the Department of Psychology, University of California, Santa Barbara, Santa Barbara, California. D. Sharp is professor of clinical nursing, University of Rochester School of Nursing, Rochester, New York. R.M. Ryan is professor, Department of Psychology, University of Rochester, Rochester, New York.
Acad Med. 2016 Jul;91(7):994-1001. doi: 10.1097/ACM.0000000000001056.
To conduct a randomized controlled trial to evaluate the effects of different mentoring interventions on the basic psychological need satisfaction of underrepresented minorities and women in academia.
Participants were 150 mentor/protégé dyads from three academic medical centers and eight other colleges and universities in western and central New York, randomized from 2010 to 2013 into mentor training (using principles of self-determination theory); peer mentoring for protégés; mentor training and peer mentoring for protégés combined; or control/usual practice. Protégé participants were graduate students, fellows, and junior faculty who were from underrepresented groups based on race, ethnicity, gender, or disability.The primary analysis was a comparison of intervention effects on changes in protégés' satisfaction of their basic psychological needs (competence, autonomy, and relatedness) with their mentor. They completed a well-validated, online questionnaire every two months for one year.
There was no significant effect at the end of one year of either mentor training or peer mentoring on protégés' psychological basic need satisfaction with mentor specifically or at work in general. Exploratory analyses showed a significant effect of the mentor-based intervention on the protégés' overall psychological need satisfaction with their mentor at two months, the time point closest to completing mentor training.
This randomized controlled trial showed a potential short-term effect of mentor training on changing basic psychological need satisfaction of underrepresented scholars with their mentors. Despite the lack of sustained effect of either mentor training or peer mentoring, these short-term changes suggest feasibility and potential for future study.
开展一项随机对照试验，以评估不同的指导干预措施对学术界代表性不足的少数群体和女性基本心理需求满意度的影响。
参与者为来自纽约州西部和中部三个学术医学中心以及其他八所学院和大学的150对导师/学员组合，于2010年至2013年随机分为导师培训组（采用自我决定理论原则）；学员同伴指导组；导师培训与学员同伴指导相结合组；或对照组/常规实践组。学员参与者为研究生、研究员和初级教员，他们基于种族、民族、性别或残疾属于代表性不足的群体。主要分析是比较干预措施对学员与其导师的基本心理需求（能力、自主性和关联性）满意度变化的影响。他们在一年时间里每两个月完成一份经过充分验证的在线问卷。
一年结束时，导师培训或同伴指导对学员与导师的心理基本需求满意度，无论是具体方面还是总体工作方面，均无显著影响。探索性分析表明，在最接近完成导师培训的两个月时间点，基于导师的干预对学员与导师的总体心理需求满意度有显著影响。
这项随机对照试验表明，导师培训在改变代表性不足的学者与其导师的基本心理需求满意度方面具有潜在的短期效果。尽管导师培训或同伴指导均缺乏持续效果，但这些短期变化表明了未来研究的可行性和潜力。
