Brownson Ross C, Adams Danielle R, Anyane-Yeboa Adjoa, Powell Byron J
Dr. Brownson: Steven H. and Susan U. Lipstein Distinguished Professor of Public Health and Director, Prevention Research Center, Brown School, and Alvin J. Siteman Cancer Center and Division of Public Health Sciences, Department of Surgery, Washington University School of Medicine, Washington University in St. Louis, St. Louis, Missouri. Dr. Adams: NIMH Post-doctoral Fellow, Center for Mental Health Services Research, Brown School at Washington University in St. Louis, St. Louis, Missouri. Dr. Anyane-Yeboa: Assistant Professor in the Division of Gastroenterology and Instructor of Investigation in the Clinical Translational Epidemiology Unit of the Mongan Institute, Department of Medicine, Massachusetts General Hospital and Harvard Medical School, Boston, MA. Dr. Powell: Associate Professor and Co-Director, Center for Mental Health Services Research, Brown School; Co-Director, Center for Dissemination and Implementation, Institute for Public Health; and Assistant Professor of Medicine, Division of Infectious Diseases, John T. Milliken Department of Medicine, Washington University School of Medicine, Washington University in St. Louis, St. Louis, MO.
J Contin Educ Health Prof. 2023 Sep 14;44(2):126-30. doi: 10.1097/CEH.0000000000000529.
There are multiple opportunities to participate in team science, leading to long-term benefits (eg, research impact, novelty, productivity). Scholars are not well-trained in how to choose among these opportunities, often learning via trial and error. The ability to navigate collaborations is framed by several principles and considerations: (1) locus of control (what control we have over our own behavior) and how it affects academic job satisfaction; (2) the scarcity mindset that may manifest as a result of the fear of missing future opportunities; and (3) power dynamics and inequities (eg, among women and racial/ethnic minority individuals). To provide a more systematic approach to weighing academic opportunities, the authors offer 30 questions across six overlapping domains. The domains include: the big picture (eg, Is the opportunity a building block for your career?), context (eg, How much do you have on your plate?), person (eg, Who is asking?), team (eg, Is the team productive?), role (eg, Will you lead or assist?), and outcomes (eg, Might the opportunity lead to publications and/or grants?). We offer advice for decision-making. For example, when presented with an opportunity involving a significant time commitment, it is useful to allow at least 24 hours before deciding. The authors offer advice and sample language for communicating your decision. Although every situation is different, there are several fundamental issues and questions to consider when one is presented with a new opportunity-these questions are suggested for mentors and mentees.
有多种参与团队科研的机会，能带来长期益处（如研究影响力、新颖性、生产力）。学者们在如何在这些机会中做出选择方面缺乏良好的培训，往往只能通过反复尝试来学习。驾驭合作关系的能力受几个原则和考量因素的影响：（1）控制点（我们对自身行为的掌控程度）及其对学术工作满意度的影响；（2）因担心错过未来机会而可能表现出的稀缺心态；（3）权力动态和不平等现象（如在女性以及种族/族裔少数群体个体之间）。为了提供一种更系统的方法来权衡学术机会，作者们在六个重叠领域提出了30个问题。这些领域包括：全局（如这个机会是你职业生涯的基石吗？）、背景（如你手头有多少事情要做？）、人员（如谁在邀请你？）、团队（如这个团队有生产力吗？）、角色（如你将担任领导还是协助？）以及成果（如这个机会可能会带来出版物和/或资助吗？）。我们提供决策建议。例如，当面临一个需要大量时间投入的机会时，在做决定前至少留出24小时是很有用的。作者们还提供了传达你决定的建议和示例用语。尽管每种情况都不同，但当面对一个新机会时，有几个基本问题和疑问需要考虑——这些问题是为导师和学员们提出的。
