D.M. Rubio is professor of medicine, biostatistics, nursing, and clinical and translational science, associate vice provost for faculty, and director, Institute for Clinical Research Education, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania. M.E. Hamm is assistant professor of medicine and director, Qualitative, Evaluation, and Stakeholder Engagement Research Services, Center for Research on Health Care Data Center, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania. C.A. Mayowski is assistant professor of medicine and clinical and translational science, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania. S.M. Nouraie is associate professor of pulmonary medicine, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania. A. Quarshie is professor of community health and preventive medicine, Morehouse School of Medicine, Atlanta, Georgia. T. Seto is associate professor of medicine, University of Hawaii John A. Burns School of Medicine, and medical director, Non-Invasive Cardiology Laboratory, The Queen's Medical Center, Honolulu, Hawaii. M. Shaheen is associate professor of surgery, Charles R. Drew University of Medicine and Science, Los Angeles, California. L.E. Soto de Laurido is professor, School of Health Professions, director, Hispanics in Research Capability Endowment, and director, Research Institute for Global Health Promotion and Health Education, University of Puerto Rico-Medical Sciences Campus, San Juan, Puerto Rico. M.K. Norman is associate professor of medicine and clinical and translational science and director, IDEA Lab, University of Pittsburgh School of Medicine, Pittsburgh, Pennsylvania.
Acad Med. 2019 Aug;94(8):1115-1121. doi: 10.1097/ACM.0000000000002654.
The National Institutes of Health has made considerable investments to diversify the biomedical research workforce. Towards this goal, the authors partnered with representatives from several minority-serving institutions (MSIs) to develop training for the next generation of researchers. To ensure the most effective training program, the authors conducted a needs assessment with junior and senior investigators from the partnering MSIs. In 2016, the authors conducted focus groups and interviews with 23 junior investigators as well as in-depth interviews with 6 senior investigators from the partnering institutions with the goal of identifying specific areas of training and support that would help junior investigators at MSIs develop and sustain research careers. The data were transcribed and coded, and thematic analysis was conducted. The authors determined four areas in which training and support were needed: training in the "informal curriculum" (skills not covered in traditional clinical research courses), protected time for research training, opportunities to create career-advancing work products, and networking opportunities. The themes that were identified informed the development of the LEADS (Leading Emerging and Diverse Scientists to Success) program. The program consists of 10 instructor-led online modules each lasting approximately one month in duration with weekly synchronous sessions. Scholars are expected to be able to devote at least 20% of their time to the program.
美国国立卫生研究院（NIH）为使生物医学研究人员队伍多样化做出了大量投资。为此，作者与几家少数族裔服务机构（MSI）的代表合作，为下一代研究人员开发培训。为确保最有效的培训计划，作者对合作 MSI 的初级和高级研究人员进行了需求评估。2016 年，作者对 23 名初级研究人员进行了焦点小组和访谈，并对合作机构的 6 名高级研究人员进行了深入访谈，目的是确定特定的培训和支持领域，以帮助 MSI 的初级研究人员发展和维持研究职业。对数据进行了转录和编码，并进行了主题分析。作者确定了需要培训和支持的四个领域：“非正式课程”（传统临床研究课程未涵盖的技能）培训、研究培训的保护时间、创造职业发展工作产品的机会以及建立人际关系的机会。确定的主题为 LEADS（引导新兴和多元化科学家取得成功）计划的制定提供了信息。该计划包括 10 个由讲师主导的在线模块，每个模块持续大约一个月，并每周进行同步会议。学者们预计至少要将 20%的时间用于该计划。
