评估医学生研究和职业发展计划，以增加学术医学的多样性。
Evaluation of a Medical Student Research and Career Development Program to Increase Diversity in Academic Medicine.
机构信息
A. Fernandez is professor of medicine, Department of Medicine, School of Medicine, University of California, San Francisco, San Francisco, California. V. Chen is research analyst, Department of Medicine, School of Medicine, University of California, San Francisco, San Francisco, California. J. Quan is (retired) statistician, Department of Medicine, School of Medicine, University of California, San Francisco, San Francisco, California. A. Martinez is professor of medicine, Department of Medicine, School of Medicine, University of California, San Francisco, San Francisco, California. L. Flowers is professor of psychiatry, Department of Medicine, School of Medicine, University of California, San Francisco, San Francisco, California. L. Aronson is professor of medicine, Department of Medicine, School of Medicine, University of California, San Francisco, San Francisco, California.
出版信息
Acad Med. 2019 Aug;94(8):1220-1228. doi: 10.1097/ACM.0000000000002760.
PURPOSE
To describe and evaluate an innovative research program supported by the National Institutes of Health, "Promoting Research Opportunities Fully-Prospective Academics Transforming Health" (PROF-PATH), designed to support medical students from groups underrepresented-in-medicine (URM) interested in pursuing academic careers.
METHOD
Based on social cognitive career theory (SCCT), PROF-PATH supplemented a traditional research program (TRP) by providing additional mentorship and a curriculum focused on "assumed knowledge" of academic culture, guidance with research challenges, and emotional competence. The four-year evaluation (2013-2016) consisted of pre- and postprogram surveys of PROF-PATH and TRP students, plus focus groups and individual structured interviews with PROF-PATH students. Survey questions queried students' self-confidence in research- and career-related skills and abilities. The authors mapped themes elicited in focus groups and interviews onto SCCT domains.
RESULTS
Of 454 medical students, 343 (75.6%) completed the surveys. According to preprogram surveys, PROF-PATH students (n = 85) were less confident in their ability to find or manage mentor relationships than TRP students (n = 258) and less likely to report having a mentor who provided strong support for their research interests. At program's end, PROF-PATH students showed greater increases in confidence than TRP students in multiple ability domains. Qualitative analysis of themes indicated that PROF-PATH influenced students through seven SCCT domains and increased student academic career self-efficacy.
CONCLUSIONS
An innovative program for URM medical students participating in mentored research was successful in supporting academic career interest and academic self-efficacy. Schools motivated to increase diversity in academic medicine should consider adapting PROF-PATH.
目的
描述并评估美国国立卫生研究院（NIH）支持的一项创新研究计划，即“促进机会充分的前瞻性学者转化健康研究”（PROF-PATH），该计划旨在支持对学术职业感兴趣的医学专业中代表性不足群体（URM）的医学生。
方法
基于社会认知职业理论（SCCT），PROF-PATH 通过提供额外的指导和以学术文化“假设知识”为重点的课程、研究挑战指导以及情感能力来补充传统研究计划（TRP）。为期四年的评估（2013-2016 年）包括对 PROF-PATH 和 TRP 学生的项目前后调查，以及对 PROF-PATH 学生的焦点小组和个人结构化访谈。调查问题询问了学生在研究和职业相关技能和能力方面的自信心。作者将焦点小组和访谈中引出的主题映射到 SCCT 领域。
结果
在 454 名医学生中，有 343 名（75.6%）完成了调查。根据项目前的调查，PROF-PATH 学生（n = 85）在寻找或管理导师关系方面的信心低于 TRP 学生（n = 258），并且不太可能报告有导师为他们的研究兴趣提供强有力的支持。在项目结束时，PROF-PATH 学生在多个能力领域的信心增长幅度大于 TRP 学生。主题的定性分析表明，PROF-PATH 通过七个 SCCT 领域影响学生，并提高了学生的学术职业自我效能感。
结论
一项针对参与导师研究的 URM 医学生的创新计划成功地支持了学术职业兴趣和学术自我效能感。有动机增加学术医学多样性的学校应考虑采用 PROF-PATH。
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