scholarly journals Development and Evaluation of Two Abbreviated Questionnaires for Mentoring and Research Self-Efficacy

2017 ◽  
Vol 27 (2) ◽  
pp. 179 ◽  
Author(s):  
Donna B. Jeffe ◽  
Treva K. Rice ◽  
Josephine E.A. Boyington ◽  
Dabeeru C. Rao ◽  
Girardin Jean-Louis ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Repeated Measures ◽  
Junior Faculty ◽  
Analysis Of Covariance ◽  
Design Data ◽  
Research Education ◽  
Blood Institute ◽  
National Heart Lung ◽  
Health Related Research ◽  
Health Related

<ins cite="mailto:Author"><p class="Pa7"><strong>Objectives: </strong>To reduce respondent burden for future evaluations of the National Heart, Lung, and Blood Institute-supported Programs to Increase Diversity Among Indi­viduals Engaged in Health-Related Research (PRIDE), a mentored-research education program, we sought to shorten the 33-item Ragins and McFarlin Mentor Role Instru­ment (RMMRI), measuring mentor-role ap­praisals, and the 69-item Clinical Research Appraisal Inventory (CRAI), measuring research self-efficacy.</p><p class="Default"><strong>Methods: </strong>Three nationally recruited, junior-faculty cohorts attended two, annual 2-3 week Summer Institutes (SI-1/SI-2: 2011/2012, 2012/2013, 2013/2014) at one of six PRIDE sites. Mentees completed the RMMRI two months after mentor assign­ment and the CRAI at baseline (pre-SI-1) and 6-month (mid-year) and 12-month (post-SI-2) follow-up. Publications data ob­tained from Scopus in October 2015 were verified with mentees’ curriculum vitae. The RMMRI and CRAI were shortened using an iterative process of principal-components analysis. The shortened measures were ex­amined in association with each other (mul­tiple linear regression) and with increase in publications (repeated-measures analysis of covariance).</p><p class="Pa7"><strong>Results: </strong>PRIDE enrolled 152 mentees (70% women; 60% Black, 35% Hispanic/Latino). Cronbach’s alphas for the new 9-item RMMRI, 19-item CRAI, and four CRAI-19 subscales were excellent. Controlling for baseline self-efficacy and cohort, RMMRI-9 scores were independently, positively associated with post-SI-2 scores on the CRAI-19 and three subscales (writing, study design/data analysis, and collaboration/grant preparation). Controlling for cohort, higher RMMRI-9 and post-SI-2 CRAI-19 scores were each associated with greater increase in publications.</p><p class="Pa7"><strong>Conclusions: </strong>The RMMRI-9 and CRAI- 19 retained the excellent psychometric properties of the longer measures. Find­ings support use of the shortened mea­sures in future evaluations of PRIDE. <em>Ethn Dis. </em>2017;27(2):179-188; doi:10.18865/ed.27.2.179.</p></ins>

scholarly journals Perspective: Sistas In Science – Cracking the Glass Ceiling

2018 ◽  
Vol 28 (4) ◽  
pp. 575-578
Author(s):  
Athena Starlard-Davenport ◽  
Alisa Rich ◽  
Titilope Fasipe ◽  
Eboni I. Lance ◽  
Kehinde Adekole ◽  
...  
Keyword(s):  
Women Of Color ◽  
Full Professor ◽  
Underrepresented Minorities ◽  
Peer Mentors ◽  
Blood Institute ◽  
Diverse Backgrounds ◽  
National Heart Lung ◽  
Health Related Research ◽  
Health Related ◽  
American Physician

In this perspective, we describe our experi­ence as women of color scientists from diverse backgrounds and similar struggles embarking upon the National Heart, Lung and Blood Institute-funded program called PRIDE (Programs to Increase Diversity among Underrepresented Minorities En­gaged in Health-Related Research). Under the leadership of our mentor and friend, Betty Pace, MD, a renowned and successful African American physician-scientist, the PRIDE Program was designed to address the difficulties experienced by junior-level minority investigators in establishing inde­pendent research programs and negotiating tenure and full professor status at academic institutions. The strength of PRIDE’s innova­tive formula was pairing us with external senior mentors and, importantly, allowing us to serve as peer mentors to each other. We believe this “Sister’s Keeper” paradigm is one solution for women to overcome their limitations and extend understand­ings and best practices worldwide for science, medicine, and global health. Ethn Dis. 2018;28(4):575-578; doi:10.18865/ ed.28.4.575.

scholarly journals Mentored Training to Increase Diversity among Faculty in the Biomedical Sciences: The NHLBI Summer Institute Programs to Increase Diversity (SIPID) and the Programs to Increase Diversity among Individuals Engaged in Health-related Research (PRIDE)

2017 ◽  
Vol 27 (3) ◽  
pp. 249 ◽  
Author(s):  
Treva K. Rice ◽  
Donna B. Jeffe ◽  
Josephine E.A. Boyington ◽  
Jared B. Jobe ◽  
Victor G. Davila-Roman ◽  
...  
Keyword(s):  
Career Development ◽  
Junior Faculty ◽  
The United States ◽  
Grant Writing ◽  
Summer Institute ◽  
Biomedical Sciences ◽  
Related Research ◽  
Research Education ◽  
Health Related Research ◽  
Health Related

<p class="Pa5"><strong>Objective: </strong>To report baseline character­istics of junior-level faculty participants in the Summer Institute Programs to Increase Diversity (SIPID) and the Programs to In­crease Diversity among individuals engaged in Health-Related Research (PRIDE), which aim to facilitate participants’ career devel­opment as independent investigators in heart, lung, blood, and sleep research.</p><p class="Pa5"><strong>Design and Setting: </strong>Junior faculty from groups underrepresented in the biomedical-research workforce attended two, 2-3 week, annual summer research-education programs at one of six sites. Programs provided didactic and/or laboratory courses, workshops to develop research, writing and career-development skills, as well as a mentoring component, with regular contact maintained via phone, email and webinar conferences. Between summer institutes, trainees participated in a short mid-year meeting and an annual scientific meeting. Participants were surveyed during and after SIPID/PRIDE to evaluate program compo­nents.</p><p class="Pa5"><strong>Participants: </strong>Junior faculty from under­represented populations across the United States and Puerto Rico participated in one of three SIPID (2007-2010) or six PRIDE programs (2011-2014).</p><p class="Pa5"><strong>Results: </strong>Of 204 SIPID/PRIDE participants, 68% were female; 67% African American and 27% Hispanic/Latino; at enrollment, 75% were assistant professors and 15% instructors, with most (96%) on non-tenure track. Fifty-eight percent had research doctorates (PhD, ScD) and 42% had medi­cal (MD, DO) degrees. Mentees’ feedback about the program indicated skills develop­ment (eg, manuscript and grant writing), access to networking, and mentoring were the most beneficial elements of SIPID and PRIDE programs. Grant awards shifted from primarily mentored research mechanisms to primarily independent investigator awards after training.</p><p class="Pa7"><strong> Conclusions: </strong>Mentees reported their career development benefited from SIPID and PRIDE participation.</p><p class="Pa7"><em>Ethn Dis. </em>2017;27(3):249-256; doi:10.18865/ed.27.3.249</p>

Improving Career Decision Self-Efficacy and STEM Self-Efficacy in High School Girls: Evaluation of an Intervention

2017 ◽  
Vol 46 (1) ◽  
pp. 62-76 ◽  
Author(s):  
Lia D. Falco ◽  
Jessica J. Summers
Keyword(s):  
High School ◽  
Treatment Group ◽  
Career Counseling ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Group Intervention ◽  
Career Decision ◽  
Analysis Of Covariance ◽  
Future Research ◽  
Control Group

This study evaluated whether a career group intervention that incorporates the four sources of self-efficacy and addresses perceived career barriers is effective at improving the career decision self-efficacy and science, technology, engineering, and mathematics (STEM) self-efficacy for adolescent girls. Of the 88 girls in our study, 42 students were Latina and 46 were White, 40 were freshman, and 48 were sophomores attending the same high school. From this sample, 44 of these girls participated in a 9-week treatment group. Using repeated measures analysis of covariance with ethnicity and grade as covariates, results indicated that, compared with the control group ( n = 44), participants in the treatment group improved significantly on variables of career decision self-efficacy and STEM self-efficacy and increased those gains at 3-month follow-up. The discussion focuses on implications for career counseling, limitations of the study, and future research.

scholarly journals Primary School Physical Education at the Time of the COVID-19 Pandemic: Could Online Teaching Undermine Teachers’ Self-Efficacy and Work Engagement?

2021 ◽  
Vol 13 (17) ◽  
pp. 9830
Author(s):  
Erica Gobbi ◽  
Maurizio Bertollo ◽  
Alessandra Colangelo ◽  
Attilio Carraro ◽  
Selenia di Fronso
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Work Engagement ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Online Teaching ◽  
Analysis Of Covariance ◽  
Classroom Teachers ◽  
Digital Competence ◽  
Online Questionnaire

This study aimed to evaluate whether primary school classroom teachers reported changes in physical education teaching self-efficacy (SE-PE) and work engagement (WE) during the first COVID-19 wave. A total of 622 classroom teachers filled in an online questionnaire on SE-PE and WE, referring to before and during the lockdown, and on perceived digital competence. While controlling for perceived digital competence, a mixed between-within Repeated Measures Multivariate Analysis of Covariance (RM-MANCOVA) was performed, using a factorial design with two time categories (before vs. during the lockdown) and three age categories (≤40 vs. 41–50 vs. ≥51 years). The RM-MANCOVA revealed that perceived digital competence significantly adjusted teachers’ SE-PE and WE values (p < 0.001). The analysis yielded a significant multivariate main effect by time (p < 0.001) and by time × age categories (p = 0.001). Follow-up univariate ANCOVA showed significant differences by time in teachers’ SE-PE (p < 0.001) and WE (p < 0.001), with a reduction in both values from before to during the lockdown. A Bonferroni post hoc pairwise comparison showed teachers’ SE-PE significantly decreased in all age categories (p < 0.001). The present findings confirm the importance of promoting SE-PE among primary school teachers, regardless of the crisis due to the COVID-19 pandemic. Teachers’ self-efficacy and WE are essential to master the challenges of PE teaching.

scholarly journals Primary School Physical Education at the Time of the COVID-19 Pandemic: Could Online Teaching Undermine Teachers’ Self-Efficacy and Work Engagement?

2021 ◽  
Author(s):  
Erica Gobbi ◽  
Maurizio Bertollo ◽  
Alessandra Colangelo ◽  
Attilio Carraro ◽  
Selenia di Fronso
Keyword(s):  
Physical Education ◽  
Primary School ◽  
Work Engagement ◽  
Self Efficacy ◽  
Repeated Measures ◽  
Online Teaching ◽  
Analysis Of Covariance ◽  
Classroom Teachers ◽  
Digital Competence ◽  
Online Questionnaire

This study aimed to evaluate whether primary school classroom teachers reported changes in physical education teaching self-efficacy (SE-PE) and work engagement (WE) during the first COVID-19 wave. Six-hundred-twenty-two classroom teachers filled in an online questionnaire on SE-PE and WE, referring to before and during the lockdown, and on perceived digital competence. While controlling for perceived digital competence, a mixed between-within Repeated Measures Multivariate Analysis of Covariance (RM-MANCOVA) was performed, with a two-time (before vs. during the lockdown) and three age-categories (&le;40 vs. 41-50 vs. &ge;51 years) factorial design. The RM-MANCOVA revealed that perceived digital competence significantly adjusted teachers&rsquo; SE-PE and WE values (p&amp;lt;0.001). The analysis yielded a significant multivariate main effect by time (p&amp;lt; 0.001) and by time &times; age-categories (p=0.001). Follow-up univariate ANCOVA showed significant differences by time in teachers&rsquo; SE-PE (p&amp;lt;0.001) and WE (p &amp;lt; 0.001), with a reduction of both values from before to during the lockdown. A Bonferroni post hoc pairwise comparisons showed teachers&rsquo; SE-PE significantly decreased in all age categories (p&amp;lt;0.001). The present findings confirm the importance of promoting SE-PE among primary school teachers, regardless of the crisis due to the COVID-19 pandemic. Teachers&rsquo; self-efficacy and WE are essential to master the challenges of PE teaching.

scholarly journals Feasibility/Acceptability of an Acceptance-Based Therapy Intervention for Diverse Adolescent Cisgender Girls With Overweight/Obesity

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 1201-1201
Author(s):  
Michelle Cardel ◽  
Alexandra Lee ◽  
Xiaofei Chi ◽  
Faith Newsome ◽  
Darci Miller ◽  
...  
Keyword(s):  
Lifestyle Intervention ◽  
Healthy Lifestyle ◽  
National Institutes Of Health ◽  
Secondary Outcome ◽  
Z Score ◽  
Related Factors ◽  
Blood Institute ◽  
Funding Sources ◽  
National Heart Lung ◽  
Health Related

Abstract Objectives This study assessed the feasibility and acceptability of an ABT healthy lifestyle intervention among diverse adolescent cisgender girls with overweight/obesity (OW/OB). Methods Adolescent cisgender girls ages 14 to 19 with a BMI ≥ 85th percentile-for-sex-and-age were recruited for participation in a single-arm feasibility study. The primary outcomes were recruitment and retention while the secondary outcome was change in BMI Z-score over the 6-month intervention. Exploratory outcomes included obesity-related factors, health-related behaviors, and psychological factors. Results Recruitment goals were achieved; thirteen adolescents (&gt;60% racial/ethnic minorities) participated in the intervention, and eleven completed the intervention (85% retention). In completers (n = 11), a mean decrease in BMI Z-score of −0.15 (SD = 0.34, Cohen's d = −0.44) was observed. Improvements were also noted for change in percentage of 95th percentile (d = −0.35), % body fat (d = −0.35), quality of life (d = 0.71), psychological flexibility (d = −0.86), and depression (d = −0.86). Conclusions These preliminary findings suggest an ABT healthy lifestyle intervention tailored for adolescent cisgender girls with OW/OB may be an acceptable treatment that could lead to improvements in BMI Z-score, obesity-related measures, and psychological outcomes. Funding Sources This work is supported by the National Center for Advancing Translational Sciences of the National Institutes of Health (NIH; UL1TR001427) and WellCare Health Plans, Inc. Dr. Cardel is also supported by the National Institutes of Health National Heart, Lung, and Blood Institute (K01HL141535 and R25HL126146).

scholarly journals The Influence of Individualised Supports on the Self-Efficacy of Employed Diabetics in Hawai'i: Findings from a Mixed Method Study

2011 ◽  
Vol 5 (2) ◽  
pp. 65-74
Author(s):  
Denise L. Uehara ◽  
Christy M. Nishita ◽  
Tammy Tom ◽  
Landry Fukunaga
Keyword(s):  
Self Efficacy ◽  
Repeated Measures ◽  
Diabetes Education ◽  
Randomised Trial ◽  
Analysis Of Covariance ◽  
Self Management ◽  
Control Group ◽  
Repeated Measures Analysis ◽  
Comprehensive Picture ◽  
And Control

Self-management is a key component of diabetes care and enhancing patient self-efficacy is an important factor. Typical diabetes education programs include strategies to increase self-efficacy, but little information exists about the effectiveness of such programs within Asian and Pacific populations. The Hawai'i Demonstration to Maintain Independence and Employment was a federally funded, community-based randomised trial in which treatment group participants received individualised life coaching and pharmacist counselling over a 12-month period. The study measured changes in diabetes self-efficacy among treatment and control group participants using repeated measures analysis of covariance. Focus group findings provided a comprehensive picture of participants' perception of their experiences in the trial and more specifically the individualised intervention. There was a significant effect of the intervention on diabetes self-efficacy at the p < .01 level [F(1, 187) = 10.40, p = .002]. These findings demonstrate the efficacy of individually tailored approaches to diabetes self-management within a diverse, employed sample.

scholarly journals Breakfast Consumption Is Associated with Increased HEI-2015 Component Scores and Consumption of Unprocessed Foods

2020 ◽  
Vol 4 (Supplement_2) ◽  
pp. 531-531
Author(s):  
Matthew Jeans ◽  
Matthew Landry ◽  
Fiona Asigbee ◽  
Sarvenaz Vandyousefi ◽  
Amy Hoover ◽  
...  
Keyword(s):  
Saturated Fat ◽  
Analysis Of Covariance ◽  
Dietary Quality ◽  
Processed Foods ◽  
Breakfast Consumption ◽  
Blood Institute ◽  
Funding Sources ◽  
Daily Energy ◽  
National Heart Lung ◽  
Component Scores

Abstract Objectives Studies have evaluated the benefits of breakfast consumption (BC) on overall dietary quality. However, further research is warranted to determine which components of the diet, including the amount of processed foods, attribute to those findings. This study examined the associations of BC, Health Eating Index-2015 (HEI-2015) component scores, and consumption of processed foods. Methods This analysis used baseline data from TX Sprouts, a large school-based gardening, nutrition, and cooking randomized control trial implemented in 16 elementary schools in Austin, TX, targeting 3rd-5th grade students. Each child completed two 24-hour dietary recalls, from which HEI-2015 scores and NOVA Food Classification System scores were calculated, classifying each food item as unprocessed, processed, or ultra-processed. Breakfast was defined as a meal consumed before 10am and accounting for ≥15% of daily energy. BC groups (BCG) included: breakfast skippers (BS; no breakfast both days), intermittent breakfast consumers (IBC; breakfast one day), and regular breakfast consumers (RBC; breakfast both days). Analysis of covariance was used to examine associations between BCG, HEI-2015 scores, and NOVA scores, controlling for age, sex, race/ethnicity, free/reduced lunch (FRL) status, daily energy, and day of the week. Results The study included 668 children (mean age 9 y; 54% female, 59% Hispanic, 67% FRL) with a BCG composition of 17% BS, 37% IBC, and 46% RBC. RBC had higher total HEI scores compared to both IBC and BS (P = 0.03 and P = 0.02). Specifically, RBC compared to IBC and BS had higher total fruit (P &lt; 0.001 and P &lt; 0.001) and dairy (P &lt; 0.04 and P &lt; 0.001) intake and lower saturated fat intake (P &lt; 0.02 and P &lt; 0.04). RBC consumed a higher percentage of unprocessed foods than IBC and BS (P &lt; 0.02 and P &lt; 0.04). Conclusions Regular BC was associated with higher dietary quality and intake of unprocessed foods; however, studies examining interventional effects of regular BC on processed food intake and diet quality are needed. Funding Sources Supported by the National Heart, Lung, and Blood Institute.

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