Mentoring junior URM scientists to engage in sleep health disparities research: experience of the NYU PRIDE Institute

Abstract

Aim The aim of this study was to evaluate the National Institute of Health (NIH)-funded PRIDE Institute in Behavioral Medicine and Sleep Disorders Research at New York University (NYU) Langone Medical Center. The NYU PRIDE Institute provides intensive didactic and mentored research training to junior underrepresented minority (URM) faculty. Method The Kirkpatrick model, a mixed-methods program evaluation tool, was used to gather data on participant’s satisfaction and program outcomes. Quantitative evaluation data were obtained from all 29 mentees using the PRIDE REDcap-based evaluation tool. In addition, in-depth interviews and focus groups were conducted with 17 mentees to learn about their experiences at the institute and their professional development activities. Quantitative data were examined, and emerging themes from in-depth interviews and focus groups were studied for patterns of connection and grouped into broader categories based on grounded theory. Results Overall, mentees rated all programmatic and mentoring aspects of the NYU PRIDE Institute very highly (80–100%). They identified the following areas as critical to their development: research and professional skills, mentorship, structured support and accountability, peer support, and continuous career development beyond the summer institute. Indicators of academic self-efficacy showed substantial improvement over time. Areas for improvement included tailoring programmatic activities to individual needs, greater assistance with publications, and identifying local mentors when K awards are sought. Conclusions In order to promote career development, numerous factors that uniquely influence URM investigators’ ability to succeed should be addressed. The NYU PRIDE Institute, which provides exposure to a well-resourced academic environment, leadership, didactic skills building, and intensive individualized mentorship proved successful in enabling URM mentees to excel in the academic environment. Overall, the institute accomplished its goals: to build an infrastructure enabling junior URM faculty to network with one another as well as with senior investigators, serving as a role model, in a supportive academic environment.

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

“…Increasing URMs' entry into STEM academic programs alone is not enough to promote and sustain diversity efforts. 1,3,10 URM professionals in biomedical/behavioral science and health professions offer unique skills and motivation to serve underserved populations and to address health disparities. [15][16][17] An important goal of the STAR fellowship program is to expand the research training abilities of URM faculty by building capacity to acquire grant writing and professional development skills, personal linkages and networks necessary for sustain-able health disparity research careers.…”

“…6 In addition to recruiting URM faculty into academic positions, diversity efforts also require an additional emphasis on supporting training opportunities and the provision of resources for those interested in conducting health research. [7][8][9][10] Early stage faculty require the acquisition of numerous skill sets that are rarely taught (eg, laboratory management, establishing collaborations, maintaining research budgets, scholarly advancement). Instead, they often acquire such skills by one's own experience, rather than by a systematic process.…”

PRIDE Peer Mentor Development Program: Lessons Learned in Mentoring Racial/Ethnic Minority Faculty

“…Despite growing interest in enhancing mentoring of racially/ ent mentoring may pose a unique barrier, as minority faculty may perceive a lack of 'fit' in a majority-minority mentoring relationship. 11,12 This incongruence is an almost insurmountable barrier because of the historical shortage of minority faculty mentors, particularly in academic medical centers. [13][14][15] Creative solutions and resources are necessary to overcome these challenges.…”

A Perspective on Promoting Diversity in the Biomedical Research Workforce: The National Heart, Lung, and Blood Institute’s PRIDE Program

“…This approach uses a mentorship model that considers how ethnic and cultural differences between mentors and mentees might adversely impact the academic achievement of the mentee. 38 As evidence suggests, this program creates a 'safe place' for mentees from underrepresented backgrounds to explore and grow. 39 Accordingly, mentors and mentees are matched based on similarities in: a) academic interests; b) background; and/or c) personal interests.…”

“…39 Accordingly, mentors and mentees are matched based on similarities in: a) academic interests; b) background; and/or c) personal interests. 38 Similar to other PRIDE programs described above, the NYU Behavioral Medicine and Sleep Disorders PRIDE program exposes participants to an initial two-week summer session providing didactic training, followed by a mid-year progress report, ending with a one-week summer session focused on participation in an NIH mock grant review. Key elements engaged to ensure academic success among the mentees include:…”