NIH's scientific approach to inclusive excellence

Valantine, Hannah A.

doi:10.1096/fj.202001937

Cited by 22 publications

(28 citation statements)

References 21 publications

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“…Ensuring that everyone attends training provides a baseline level of mentorship skills and confidence on the mentor side [20] and increases the learning gains of trainees participating in training [25]. The NIH scientific approach to inclusive excellence outlined by Dr Valantine called on NIHfunded institutions to develop and prioritize integrated, systemtargeted efforts as foundational components of a well-supported, productive workforce, with mentoring noted as a key component [26]. In that regard, our qualitative survey data indicated that TL1 programs offer the same training to mentors of both predoctoral and postdoctoral trainees, a model that can be adopted by hubs that currently do not offer mentor trainings for all programs.…”

Section: Discussionmentioning

confidence: 99%

Clinical and translational science award T32/TL1 training programs: program goals and mentorship practices

Sancheznieto¹,

Sorkness²,

Attia

et al. 2021

J. Clin. Trans. Sci.

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Introduction: A national survey characterized training and career development for translational researchers through Clinical and Translational Science Award (CTSA) T32/TL1 programs. This report summarizes program goals, trainee characteristics, and mentorship practices. Methods: A web link to a voluntary survey was emailed to 51 active TL1 program directors and administrators. Descriptive analyses were performed on aggregate data. Qualitative data analysis used open coding of text followed by an axial coding strategy based on the grounded theory approach. Results: Fifty out of 51 (98%) invited CTSA hubs responded. Training program goals were aligned with the CTSA mission. The trainee population consisted of predoctoral students (50%), postdoctoral fellows (30%), and health professional students in short-term (11%) or year-out (9%) research training. Forty percent of TL1 programs support both predoctoral and postdoctoral trainees. Trainees are diverse by academic affiliation, mostly from medicine, engineering, public health, non-health sciences, pharmacy, and nursing.Mentor training is offered by most programs, but mandatory at less than one-third of them. Most mentoring teams consist of two or more mentors. Conclusions: CTSA TL1 programs are distinct from other NIH-funded training programs in their focus on clinical and translational research, cross-disciplinary approaches, emphasis on team science, and integration of multiple trainee types. Trainees in nearly all TL1 programs were engaged in all phases of translational research (preclinical, clinical, implementation, public health), suggesting that the CTSA TL1 program is meeting the mandate of NCATS to provide training to develop the clinical and translational research workforce. Fátima Sancheznieto et al.

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Section: Discussionmentioning

confidence: 99%

Clinical and translational science award T32/TL1 training programs: program goals and mentorship practices

Sancheznieto¹,

Sorkness²,

Attia

et al. 2021

J. Clin. Trans. Sci.

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“…The Black Voices in Research curriculum addresses two educational and curricular needs: the need for effective instructional materials to promote inclusive excellence 11,12 and the need to facilitate the reflection and dialogue about diversity and inclusion in biomedical research.…”

Section: Unmet Need or Educational Gapmentioning

confidence: 99%

“…The Black Voices in Research curriculum addresses two educational and curricular needs: the need for effective instructional materials to promote inclusive excellence [11,12] and the need to facilitate the reflection and dialog about diversity and inclusion in biomedical research. Today's educational environment calls for colleges and universities to connect their educational quality and inclusion efforts more fundamentally and comprehensively than ever before.…”

Section: Unmet Need or Educational Gapmentioning

confidence: 99%

The Black Voices in Research curriculum to promote diversity and inclusive excellence in biomedical research

Strekalova

Qin

Sharma

et al. 2021

J. Clin. Trans. Sci.

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“…Importantly, the largest drop in most underrepresented groups in academia is in the transition from postdoctoral researcher to a tenure-track position, with women being disproportionately affected [2,3,51]. Women are more likely to be in a dual-career relationship with an academic [52] and have increased childcare responsibilities making it harder to navigate the academic hiring process.…”

Section: Faculty Hiringmentioning

confidence: 99%

Meiosis in Quarantine discussions lead to an action plan to increase diversity and inclusion within the genetics community

et al. 2021

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Due to the ongoing COVID-19 pandemic, virtually-held conferences have emerged as a safe substitute for community-wide scientific discussion. The meiosis community held the virtual webinar series, "Meiosis in Quarantine" that included a forum to discuss diversity and equity issues with the goal of providing actionable items to foster the inclusion of underrepresented groups in annual meetings, labs, institutions, and the scientific community.In this Opinion Piece, we take a broad definition of the term 'underrepresented groups' to promote inclusion. Our definition includes, but is not limited to, individuals from underrepresented gender, racial, and/or ethnic groups, but also neurodiverse individuals, those with disabilities, members of the LGBTQ+ community, those from disadvantaged backgrounds, and first-generation students for whom neither parent completed a bachelor's degree. For a more inclusive definition refer to https://grants.nih.gov/grants/guide/notice-files/NOT-OD-20-031. html.The discussion consisted of two sessions. In the first session, trainees (technicians, graduate students, and postdocs) discussed the barriers encountered by underrepresented individuals in science and highlighted active measures to address these barriers. Specifically, this discussion focused on the shortage of diversity in academia [1], the poor retention and visibility of underrepresented groups in academia [2-5], and the financial burden these groups encounter [2,[5][6][7][8]. In the second session, trainees' concerns and solutions were discussed with PIs and group leaders to develop a strategic diversity and inclusion action plan for the meiosis community, and more broadly for the communities we are part of (e.g., genetics). Importantly, for any intervention to be effective it requires a holistic approach-within the community and our research institutions. This perspective piece summarizes many of the opinions expressed at the two 'Meiosis in Quarantine' discussions. Part 1: Increasing diversity and inclusivity at conferencesGiven that innovation in research is fueled by the diversity of its scientists [9-11] and that we consider fair treatment of all members of our community to be a moral duty, approaches need to be developed to welcome and support diversity in our community. Unfortunately, despite

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NIH's scientific approach to inclusive excellence

Cited by 22 publications

References 21 publications

Clinical and translational science award T32/TL1 training programs: program goals and mentorship practices

Clinical and translational science award T32/TL1 training programs: program goals and mentorship practices

The Black Voices in Research curriculum to promote diversity and inclusive excellence in biomedical research

Meiosis in Quarantine discussions lead to an action plan to increase diversity and inclusion within the genetics community

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