Outcomes of a Career Development Program for Underrepresented Minority Investigators in the AIDS Clinical Trials Group

Velásquez, Gustavo E.; Huamán, Moisés A.; Powell, Kimberly R.; Cohn, Susan E.; Swaminathan, Shobha; Outlaw, Martine; Schulte, G. T.; McNeil, Quinteka; Currier, Judith S.; Rı́o, Carlos del; Castillo‐Mancilla, José

doi:10.1093/ofid/ofz069

Cited by 4 publications

(2 citation statements)

References 8 publications

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“…This frequency in securing funding is consistent with the medium- and long-term funding rates of other training programs aimed at supporting early-career faculty to establish a career in research. 12,13 Similarly, serving as a mentor following participation in the Pre-K program was also robust in our cohort of scholars, which is encouraging and demonstrates commitment to new generations among early-stage faculty.…”

Section: Discussionsupporting

confidence: 53%

Outcomes of a Career Development Award (Pre-K) Mock Review Program for Postdoctoral Fellows and Early-Career Faculty

Castillo-Mancilla,

Erlandson,

Hecker

et al. 2023

Academic Medicine

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Purpose Securing research funding for early-career investigators remains challenging. The authors present the results of a presubmission career development award (Pre-K) review program for postdoctoral fellows and early-career faculty. Method The Pre-K program is designed to help mentored postdoctoral fellows and early-career faculty write successful career development awards by assigning expert reviewers to score each application and provide written and oral critiques before a mock study section. Applicants and mentors attend the review and can ask questions directly to reviewers about their application. Quarterly, annual, and alumni surveys are sent to applicants who participated in the Pre-K program to assess satisfaction, confirm grant submission and status (i.e., funded and unfunded), and understand the long-term career impact of the program. Results A total of 212 applicants (136 [64%] female; 19 [9%] from underrepresented in medicine groups) participated in the program between 2014 and 2021. Outcome data from 194 grants were available. Among these grants, 71 were awarded (37% success rate). Among underrepresented in medicine applicants, 7 of 18 submitted grants were funded (39% success rate). Of 183 Pre-K participants sent the alumni survey, 123 (67%) responded. Academic degrees included 64 PhDs (52%), 46 MDs (37%), and 14 MDs/PhDs (11%). One hundred nine respondents (90%) were employed in an academic institution, and 106 (86%) devoted more than 50% of their time to research. One hundred twelve (91%) reported receipt of an award (87 [78%] federal and 59 [53%] intramural funding), the most common being National Institutes of Health K/Career Development Awards. Pre-K was rated as very useful to their careers by 102 respondents (83%). Conclusions A Pre-K mock review program can assist early-career investigators in securing funding and launching their research career. Continued investment in the next generation of clinical and translational researchers should remain an institutional priority.

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Section: Discussionsupporting

confidence: 53%

Outcomes of a Career Development Award (Pre-K) Mock Review Program for Postdoctoral Fellows and Early-Career Faculty

Castillo-Mancilla,

Erlandson,

Hecker

et al. 2023

Academic Medicine

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“…Our integrative review of the literature uncovered several areas that would benefit from future research. First, the mentoring literature could be advanced by comparing mentoring at all career stages (e.g., early, mid and late career) and making recommendations for best practices at each stage [ 85 ]. Second, there is a need to expand studies examining mentoring for research development beyond the U.S. Nowell et al [ 21 ] reviewed literature on the outcomes of mentoring nursing faculty from the U.S., Canada, and Australia, and Chua et al [ 37 ] examined three themes (host organization, mentoring stages and evaluation) in mentoring programs from the U.S., the UK, Canada, and other countries.…”

Section: Discussionmentioning

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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A Diverse Physician-Scientist Pipeline to Fight Structural Racism

Titanji

Swartz

2020

Clinical Infectious Diseases

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Translational research plays a pivotal role in leveraging good science to serve humanity. Structural racism and a lack of diversity severely limit our potential as scientists to exert a maximum impact. This moment calls for a renewed commitment to ridding science of racism and bias and promoting diversity which makes us more effective at innovating and delivering therapeutics to the patients we serve.

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Outcomes of a Career Development Program for Underrepresented Minority Investigators in the AIDS Clinical Trials Group

Cited by 4 publications

References 8 publications

Outcomes of a Career Development Award (Pre-K) Mock Review Program for Postdoctoral Fellows and Early-Career Faculty

Outcomes of a Career Development Award (Pre-K) Mock Review Program for Postdoctoral Fellows and Early-Career Faculty

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

A Diverse Physician-Scientist Pipeline to Fight Structural Racism

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