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Randomized Controlled Study to Test the Effectiveness of Developmental Network Coaching in the Career Advancement of Diverse Early-Stage Investigators (ESIs): Implementation Challenges and Lessons Learned

Introduction: Adding developmental networks (DN) to grant-writing coaching can significantly enhance ESIs’ research careers. Herein, we present study design, ESIs’ characteristics and encountered challenges/lessons learned and their resolutions when deploying/implementing (a) NCR algorithm(s), (b) r...

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Autores principales: Mubasher, Mohamed, Lawson, Kimberly, Pemu, Priscilla, Pearson, Thomas, Engler, Jeffrey, Baez, Adriana, Stiles, Jonathan K., Salazar, Maritza S., Caplan, Lee S., Green, Keith, Hall, Meldra, Idris, Muhammed Y., Alema-Mensah, Ernest, Strekalova, Yulia A. Levites, Thompson, Winston E., Quarshie, Alexander, Ofili, Elizabeth
Formato: Online Artículo Texto
Lenguaje:English
Publicado: MDPI 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8625338/
https://www.ncbi.nlm.nih.gov/pubmed/34831759
http://dx.doi.org/10.3390/ijerph182212003
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author Mubasher, Mohamed
Lawson, Kimberly
Pemu, Priscilla
Pearson, Thomas
Engler, Jeffrey
Baez, Adriana
Stiles, Jonathan K.
Salazar, Maritza S.
Caplan, Lee S.
Green, Keith
Hall, Meldra
Idris, Muhammed Y.
Alema-Mensah, Ernest
Strekalova, Yulia A. Levites
Thompson, Winston E.
Quarshie, Alexander
Ofili, Elizabeth
author_facet Mubasher, Mohamed
Lawson, Kimberly
Pemu, Priscilla
Pearson, Thomas
Engler, Jeffrey
Baez, Adriana
Stiles, Jonathan K.
Salazar, Maritza S.
Caplan, Lee S.
Green, Keith
Hall, Meldra
Idris, Muhammed Y.
Alema-Mensah, Ernest
Strekalova, Yulia A. Levites
Thompson, Winston E.
Quarshie, Alexander
Ofili, Elizabeth
author_sort Mubasher, Mohamed
collection PubMed
description Introduction: Adding developmental networks (DN) to grant-writing coaching can significantly enhance ESIs’ research careers. Herein, we present study design, ESIs’ characteristics and encountered challenges/lessons learned and their resolutions when deploying/implementing (a) NCR algorithm(s), (b) recruitment/retention and (c) implementing DN intervention. Methods: Nested Cluster Randomization (NCR) design governs this study implementation. The sample size is 220 ESIs intending to submit an NIH K, R, U, and/or Minority Supplement application(s). Primary outcome: intensity/sustainability of grant submission(s)/funding(s), measured by time to/between application(s). Outcome(s) analyses modes: summaries, Kaplan Meir and Cox proportional hazard models as a function of randomization groups and other predictors of outcomes. Results: In the present study, we recruited two cohorts of ESIs (N = 85): 39% African Americans, 18% Latinx, 18% Whites, 20% Asians and 6% Hawaiian/Pacific Islander/other ethnicities; 65% are women; 73% are assistant professors, 4% are Associate Professors and 23% are instructors/scientists/post-doctoral. Participants’ disciplines: 32% basic/biomedical, 36% clinical/translational and 32% social/behavioral. Proposal(s) mechanisms: 61% research grants (R series), 31% career development (K series), 7% support of competitive research (SCORE) and 1% National Science Foundation applications. NCR did produce balance in the distribution of ESIs’ demographics, sex at birth, ethnicity, professional appointments, background disciplines, and mechanism of sought funding. Lessons learned/challenges: NCR implementation was methodologically challenged during implementation by added constraints (e.g., assigning coaches to the same randomization arm of their participants as well as blinding them to ESIs’ randomization group). Recruitment and retention were hampered by the COVID-19 pandemic and more progressive and innovative strategies were needed to heighten the visibility and outreach of this program. DN delivery was also affected by the pandemic and monitoring of ESIs’ engagement and facilitation of communications interventions were needed. Resolution of these challenges effectively reconfigured NCR algorithms, recruitment/retention plans, and DN intervention delivery. We intend to recruit an additional 135 ESIs focusing on underrepresented scholars from RCMIs, CTSAs, and other programs. COVID-19 rendered this program 100% virtual, with recruitment/retention challenges and substantial disruption of ESIs’ research. We may extend the grant writing period, coaching, and Mock Study Section support.
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spelling pubmed-86253382021-11-27 Randomized Controlled Study to Test the Effectiveness of Developmental Network Coaching in the Career Advancement of Diverse Early-Stage Investigators (ESIs): Implementation Challenges and Lessons Learned Mubasher, Mohamed Lawson, Kimberly Pemu, Priscilla Pearson, Thomas Engler, Jeffrey Baez, Adriana Stiles, Jonathan K. Salazar, Maritza S. Caplan, Lee S. Green, Keith Hall, Meldra Idris, Muhammed Y. Alema-Mensah, Ernest Strekalova, Yulia A. Levites Thompson, Winston E. Quarshie, Alexander Ofili, Elizabeth Int J Environ Res Public Health Article Introduction: Adding developmental networks (DN) to grant-writing coaching can significantly enhance ESIs’ research careers. Herein, we present study design, ESIs’ characteristics and encountered challenges/lessons learned and their resolutions when deploying/implementing (a) NCR algorithm(s), (b) recruitment/retention and (c) implementing DN intervention. Methods: Nested Cluster Randomization (NCR) design governs this study implementation. The sample size is 220 ESIs intending to submit an NIH K, R, U, and/or Minority Supplement application(s). Primary outcome: intensity/sustainability of grant submission(s)/funding(s), measured by time to/between application(s). Outcome(s) analyses modes: summaries, Kaplan Meir and Cox proportional hazard models as a function of randomization groups and other predictors of outcomes. Results: In the present study, we recruited two cohorts of ESIs (N = 85): 39% African Americans, 18% Latinx, 18% Whites, 20% Asians and 6% Hawaiian/Pacific Islander/other ethnicities; 65% are women; 73% are assistant professors, 4% are Associate Professors and 23% are instructors/scientists/post-doctoral. Participants’ disciplines: 32% basic/biomedical, 36% clinical/translational and 32% social/behavioral. Proposal(s) mechanisms: 61% research grants (R series), 31% career development (K series), 7% support of competitive research (SCORE) and 1% National Science Foundation applications. NCR did produce balance in the distribution of ESIs’ demographics, sex at birth, ethnicity, professional appointments, background disciplines, and mechanism of sought funding. Lessons learned/challenges: NCR implementation was methodologically challenged during implementation by added constraints (e.g., assigning coaches to the same randomization arm of their participants as well as blinding them to ESIs’ randomization group). Recruitment and retention were hampered by the COVID-19 pandemic and more progressive and innovative strategies were needed to heighten the visibility and outreach of this program. DN delivery was also affected by the pandemic and monitoring of ESIs’ engagement and facilitation of communications interventions were needed. Resolution of these challenges effectively reconfigured NCR algorithms, recruitment/retention plans, and DN intervention delivery. We intend to recruit an additional 135 ESIs focusing on underrepresented scholars from RCMIs, CTSAs, and other programs. COVID-19 rendered this program 100% virtual, with recruitment/retention challenges and substantial disruption of ESIs’ research. We may extend the grant writing period, coaching, and Mock Study Section support. MDPI 2021-11-16 /pmc/articles/PMC8625338/ /pubmed/34831759 http://dx.doi.org/10.3390/ijerph182212003 Text en © 2021 by the authors. https://creativecommons.org/licenses/by/4.0/Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
spellingShingle Article
Mubasher, Mohamed
Lawson, Kimberly
Pemu, Priscilla
Pearson, Thomas
Engler, Jeffrey
Baez, Adriana
Stiles, Jonathan K.
Salazar, Maritza S.
Caplan, Lee S.
Green, Keith
Hall, Meldra
Idris, Muhammed Y.
Alema-Mensah, Ernest
Strekalova, Yulia A. Levites
Thompson, Winston E.
Quarshie, Alexander
Ofili, Elizabeth
Randomized Controlled Study to Test the Effectiveness of Developmental Network Coaching in the Career Advancement of Diverse Early-Stage Investigators (ESIs): Implementation Challenges and Lessons Learned
title Randomized Controlled Study to Test the Effectiveness of Developmental Network Coaching in the Career Advancement of Diverse Early-Stage Investigators (ESIs): Implementation Challenges and Lessons Learned
title_full Randomized Controlled Study to Test the Effectiveness of Developmental Network Coaching in the Career Advancement of Diverse Early-Stage Investigators (ESIs): Implementation Challenges and Lessons Learned
title_fullStr Randomized Controlled Study to Test the Effectiveness of Developmental Network Coaching in the Career Advancement of Diverse Early-Stage Investigators (ESIs): Implementation Challenges and Lessons Learned
title_full_unstemmed Randomized Controlled Study to Test the Effectiveness of Developmental Network Coaching in the Career Advancement of Diverse Early-Stage Investigators (ESIs): Implementation Challenges and Lessons Learned
title_short Randomized Controlled Study to Test the Effectiveness of Developmental Network Coaching in the Career Advancement of Diverse Early-Stage Investigators (ESIs): Implementation Challenges and Lessons Learned
title_sort randomized controlled study to test the effectiveness of developmental network coaching in the career advancement of diverse early-stage investigators (esis): implementation challenges and lessons learned
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8625338/
https://www.ncbi.nlm.nih.gov/pubmed/34831759
http://dx.doi.org/10.3390/ijerph182212003
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