Implementation of the Steps Toward Academic Research (STAR) Fellowship Program to Promote Underrepresented Minority Faculty into Health Disparity Research

Vishwanatha, Jamboor K.; Jones, Harlan P.

doi:10.18865/ed.28.1.3

Cited by 11 publications

(12 citation statements)

References 16 publications

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“…Mentoring of faculty in medical and health-related academic units occurred in a variety of formats, including in dyads or constellations, or with peers or groups, and either face to face or via distance (i.e., telementoring). Most papers recommended having multiple mentors (vs. the dyadic approach), and many advocated for assessing baseline research skills and re-evaluating progress regularly [ 47 , 56 , 68 , 70 , 84 , 87 ].…”

Section: Resultsmentioning

confidence: 99%

Mentoring New and Early-Stage Investigators and Underrepresented Minority Faculty for Research Success in Health-Related Fields: An Integrative Literature Review (2010–2020)

Ransdell

Lane

Schwartz

et al. 2021

IJERPH

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Mentoring to develop research skills is an important strategy for facilitating faculty success. The purpose of this study was to conduct an integrative literature review to examine the barriers and facilitators to mentoring in health-related research, particularly for three categories: new investigators (NI), early-stage investigators (ESI) and underrepresented minority faculty (UMF). PsychINFO, CINAHL and PubMed were searched for papers published in English from 2010 to 2020, and 46 papers were reviewed. Most papers recommended having multiple mentors and many recommended assessing baseline research skills. Barriers and facilitators were both individual and institutional. Individual barriers mentioned most frequently were a lack of time and finding work–life balance. UMF mentioned barriers related to bias, discrimination and isolation. Institutional barriers included lack of mentors, lack of access to resources, and heavy teaching and service loads. UMF experienced institutional barriers such as devaluation of experience or expertise. Individual facilitators were subdivided and included writing and synthesis as technical skills, networking and collaborating as interpersonal skills, and accountability, leadership, time management, and resilience/grit as personal skills. Institutional facilitators included access to mentoring, professional development opportunities, and workload assigned to research. Advocacy for diversity and cultural humility were included as unique interpersonal and institutional facilitators for UMF. Several overlapping and unique barriers and facilitators to mentoring for research success for NI, ESI and UMF in the health-related disciplines are presented.

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Section: Resultsmentioning

confidence: 99%

Mentoring New and Early-Stage Investigators and Underrepresented Minority Faculty for Research Success in Health-Related Fields: An Integrative Literature Review (2010–2020)

Ransdell

Lane

Schwartz

et al. 2021

IJERPH

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“…6 These factors constitute critical barriers to reducing the racial disparity in funded initial R01 grant applications and in bringing the insights and talents of African American Centers for Minority Aging Research 11 ; the investigator development cores of the National Institute on Minority Health and Health Disparities (NIMHD) Specialized Centers of Excellence on Minority Health and Health Dipartites; and the National Mentoring Network Grant programs. 12 These research skill-building programs are promising exemplars designed to increase the prevalence of underrepresented minority (URM) researchers in the biomedical workforce through diversity-focused training.…”

Section: Writing Accountability Groups -Thorpe Et Almentioning

confidence: 99%

Writing Accountability Groups Are a Tool for Academic Success: The Obesity Health Disparities PRIDE Program

et al. 2020

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Introduction: The current hypercompetitive extramural funding environment in the United States emphasizes the critical need for effective research training programs that focus not only on grantsmanship, but on skill development across the full range of research activities, culminating in writing research results for publication. Using Writing Accountability Groups (WAG), the National Heart, Lung, and Blood Institute (NHLBI) funded Obesity Health Disparities (OHD) PRIDE is one of the few research training and mentoring programs that places an equal focus on scientific writing and grant writing. This article reports on the utility of WAGs for OHD PRIDE mentees.Method: Participants included 14 of 26 individuals who were fellows in the OHD PRIDE research training and mentoring program. A typical WAG has between four and eight members who meet for one hour each week over a 10-week period and commit a priori to attend at least 70% of the sessions. Summary statistics were produced to characterize number of peer-reviewed publications, grants, years in academic rank, and category of current academic rank, barriers to frequency of writing, and duration of writing. Results from pre- and post-WAG surveys were compared to determine the overall impact of the WAG. The study period discussed in this article took place between January and December 2017 and included data from three 10-week cycles beginning in February, May, and September.Results: Fifty-three percent of OHD PRIDE participants successfully completed at least one 10-week WAG cycle. The WAGs did not have a statistically significant impact on either the frequency of writing or the duration of writing. However, the majority of the participants who successfully completed at least one WAG cycle reported that they either maintained or increased their frequency or duration of writing.Conclusion: By providing a structured approach to developing and/or enhancing a practice of consistent writing, time management skills, and collaborative relationships, the WAG has promise for enhancing scientific writing skills for many trainees and early-career faculty. Longer term follow-up is needed to more fully assess the potential impact of WAGs. Ethn Dis. 2020;30(2):295- 304; doi:10.18865/ed.30.2.295

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“…Post-doctoral and junior faculty participants have garnered in excess of $8 million in extramural research funding. 16 This success is linked to the overall productivity in their careers. For example, past participants of our STAR Fellowship Program have produced more than 130 scientific manuscripts that have been published or are currently in final stages of preparation.…”

Section: Institutional Coordinated Plan For Increasing Diversity -Vismentioning

confidence: 99%

An Institutional Coordinated Plan for Effective Partnerships to Achieve Health Equity and Biomedical Workforce Diversity

et al. 2019

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The rapid growth and accumulation of specialized knowledge in today’s biomedical fields, combined with entrenched and emerging health issues that persist among certain groups within the US population, emphasizes the significant need to diversify the nation’s biomedical science workforce. The under-representation of minorities in science results in inadequate scientific input from divergent social or cultural perspectives and detracts from our nation’s ability to resolve health disparities. The University of North Texas Health Science Center at Fort Worth has developed a coordinated approach with local, regional, and national partners to increase participation of underrepresented students along the career pathway from K-12 to faculty level. Career stage specific activities that include research, mentoring, networking, career development, grantsmanship and health disparities curriculum are provided for participants. Successful outcomes from our coordinated plan includes an increase in participant self-efficacy, research presentation awards, increase in grant awards and publications, and career advancement. Through partnerships within our institution, local school districts, and minority serving institutions nationwide, our coordinated plan provides mutually beneficial co-learning experiences to increase the number of under-represented individuals entering translational research focused on increasing the biomedical research workforce diversity and achieving health equity. Ethn Dis. 2019;29(Suppl2):129-134); doi:10.18865/ed.29.S1.129.

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Implementation of the Steps Toward Academic Research (STAR) Fellowship Program to Promote Underrepresented Minority Faculty into Health Disparity Research

Cited by 11 publications

References 16 publications

Mentoring New and Early-Stage Investigators and Underrepresented Minority Faculty for Research Success in Health-Related Fields: An Integrative Literature Review (2010–2020)

Mentoring New and Early-Stage Investigators and Underrepresented Minority Faculty for Research Success in Health-Related Fields: An Integrative Literature Review (2010–2020)

Writing Accountability Groups Are a Tool for Academic Success: The Obesity Health Disparities PRIDE Program

An Institutional Coordinated Plan for Effective Partnerships to Achieve Health Equity and Biomedical Workforce Diversity

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