The Academy for Future Science Faculty: randomized controlled trial of theory-driven coaching to shape development and diversity of early-career scientists

Abstract

BackgroundApproaches to training biomedical scientists have created a talented research community. However, they have failed to create a professional workforce that includes many racial and ethnic minorities and women in proportion to their representation in the population or in PhD training. This is particularly true at the faculty level. Explanations for the absence of diversity in faculty ranks can be found in social science theories that reveal processes by which individuals develop identities, experiences, and skills required to be seen as legitimate within the profession.Methods/DesignUsing the social science theories of Communities of Practice, Social Cognitive Career Theory, identity formation, and cultural capital, we have developed and are testing a novel coaching-based model to address some of the limitations of previous diversity approaches. This coaching intervention (The Academy for Future Science Faculty) includes annual in-person meetings of students and trained faculty Career Coaches, along with ongoing virtual coaching, group meetings and communication. The model is being tested as a randomized controlled trial with two cohorts of biomedical PhD students from across the U.S., one recruited at the start of their PhDs and one nearing completion. Stratification into the experimental and control groups, and to coaching groups within the experimental arms, achieved equal numbers of students by race, ethnicity and gender to the extent possible. A fundamental design element of the Academy is to teach and make visible the social science principles which highly influence scientific advancement, as well as acknowledging the extra challenges faced by underrepresented groups working to be seen as legitimate within the scientific communities.DiscussionThe strategy being tested is based upon a novel application of the well-established principles of deploying highly skilled coaches, selected and trained for their ability to develop talents of others. This coaching model is intended to be a complement, rather than a substitute, for traditional mentoring in biomedical research training, and is being tested as such.

National Institutes of Health addresses the science of diversity

“…These interventions are built on social science theories, such as communities of practice, cultural capital, and social cognitive career theory (27). In addition, NIH's Center for Scientific Review (CSR), working with the NIH Advisory Committee to the Director's Subcommittee on Peer Review, has been pursuing multiple evidence-based approaches to assess and address possible bias in NIH peer review.…”

“Biomedical Workforce Diversity: The Context for Mentoring to Develop Talents and Foster Success Within the ‘Pipeline’”

“…Communicating across these lines is challenging at all times, and especially difficult in the complex world of mentoring and scientific development. Creating new workshop/training tools to help mentors become more comfortable and skilled at ‘culturally responsive mentoring’ is a major goal of the newly funded National Research Mentoring Network – NRMN (43). …”

“…Even with efforts to improve the effectiveness of mentoring, it still has major limitations as the sole teaching and learning model. Thus, we and others (43,44) have begun experimenting with the addition of ‘coaching’, particularly group coaching, to complement research mentoring. A full description of coaching to augment mentoring is beyond the space possible here, but the design we are testing will be briefly described.…”

“…It is being conducted as a randomized controlled trial. One Coach was matched with 10 students from around the U.S. (43,44). All of the Coaches and students came together for annual intensive professional development conferences, 3 for beginning students and 2 for advanced students.…”

Coaching to Augment Mentoring to Achieve Faculty Diversity: A Randomized Controlled Trial

“…We believe many of these limitations can be addressed by supplementing such mentoring with a group-based “coaching” model (Table 1). In this model (described in detail elsewhere 15 ), specially-trained academic career coaches (described below) provide guidance for navigating graduate school and future academic careers.…”