Variations of a group coaching intervention to support early-career biomedical researchers in Grant proposal development: a pragmatic, four-arm, group-randomized trial

Background Funded grant proposals provide biomedical researchers with the resources needed to build their research programs, support trainees, and advance public health. Studies using National Institutes of Health (NIH) data have found that investigators from underrepresented groups in the biomedical workforce are awarded NIH research grants at disproportionately lower rates. Grant writing training initiatives are available, but there is a dearth of rigorous research to determine the effectiveness of such interventions and to discern their essential features. Methods This 2 × 2, unblinded, group-randomized study compares the effectiveness of variations of an NIH-focused, grant writing, group coaching intervention for biomedical postdoctoral fellows and early-career faculty. The key study outcomes are proposal submission rates and funding rates. Participants, drawn from across the United States, are enrolled as dyads with a self-selected scientific advisor in their content area, then placed into coaching groups led by senior NIH-funded investigators who are trained in the intervention’s coaching practices. Target enrollment is 72 coaching groups of 4–5 dyads each. Groups are randomized to one of four intervention arms that differ on two factors: [1] duration of coaching support (regular dose = 5 months of group coaching, versus extended dose = regular dose plus an additional 18 months of one-on-one coaching); and [2] mode of engaging scientific advisors with the regular dose group coaching process (unstructured versus structured engagement). Intervention variations were informed by programs previously offered by the NIH National Research Mentoring Network. Participant data are collected via written surveys (baseline and 6, 12, 18, and 24 months after start of the regular dose) and semi-structured interviews (end of regular dose and 24 months). Quantitative analyses will be intention-to-treat, using a 2-sided test of equality of the effects of each factor. An inductive, constant comparison analysis of interview transcripts will be used to identify contextual factors -- associated with individual participants, their engagement with the coaching intervention, and their institutional setting – that influence intervention effectiveness. Discussion Results of this study will provide an empirical basis for a readily translatable coaching approach to supporting the essential grant writing activities of faculty, fellows, and other research trainees, including those from underrepresented groups.

Analysis of the Relationship Between the Content and Effectiveness of an Intervention based on the Layered Communication Model to Improve Communication

The Layered Communication Model (LCM) describes intersubjective development based on eight different communicative behaviors in three consecutive layers. Earlier studies showed that when the model is used in an intervention, the presence of many LCM behaviors increases from before to after the intervention. The present study aims to relate the content of the intervention to its effectiveness to learn whether and how the LCM can be used to improve communication. 15-minute videos of four student-teacher dyads were coded in ten-second intervals for the presence and absence of the eight LCM behaviors before, during and after the intervention. The intervention was divided into two phases: self-assessment and video feedback coaching. Intervention content was described based on the behaviors that were targeted for improvement during the two phases. Effectiveness was measured by calculating the percentage increase in presence between phases and by calculating effect sizes using a nonoverlap of all pairs method. Results showed that the second intervention phase (video feedback coaching) was most effective in terms of increasing the presence of LCM behaviors and creating larger effect sizes. Effectiveness measures decreased during the follow-up phase but were still higher than at baseline. Furthermore, effectiveness was higher for targeted behaviors than for untargeted behaviors. In conclusion, the LCM can be used as a tool to improve communication, especially when specific behaviors are clearly targeted and video feedback coaching is used to clarify how to work on improving the presence of those behaviors. The self-assessment phase needs adjustments to increase its effectiveness.

Proactive Student Psychosocial Support Intervention Through Life Coaching: A Case Study of a First-Year Chemical Engineering Extended Curriculum Programme

Higher Education Institutions in South Africa continue to experience considerable dropout rates of students during the first year, especially those from previously marginalised population groups. The aim of this research was to evaluate how the use of life coaching interventions providing first year students with psychosocial support, influenced their first-year experience. Both quantitative and qualitative data was collected through a questionnaire at the end of the academic year, approximately four months after the intervention, to evaluate students’ experiences of the intervention. Results indicate that students felt that the intervention helped them avoid dropping out of university prematurely, respond better to failure during the year, and improve their self-awareness and academic performance. In conclusion, the results suggest that the use of life coaching intervention as a proactive means of harnessing student agency, may be beneficial to their academic performance, and in improving their lives in general. The study recommends that further research be conducted to explore the use of small group life coaching for providing students with psychosocial support, and also explore this intervention’s cost-effectiveness in different contexts.

Effectiveness and cost-effectiveness of a structured social coaching intervention for people with psychosis (SCENE): protocol for a randomised controlled trial

IntroductionPeople with psychosis tend to have smaller social networks than both people in the general population and other people with long-term health conditions. Small social networks are associated with poor quality of life. Preliminary evidence suggests that coaching patients to increase their social contacts may be effective. In this study, we assessed whether structured social coaching improves the quality of life of patients with psychosis (primary outcome) compared with an active control group, receiving information on local social activities.Methods and analysisA structured social coaching intervention was developed based on the literature and refined through stakeholder involvement. It draws on principles from motivational interviewing, solution focused therapy and structured information giving. It is provided over a 6-month period and can be delivered by a range of different mental health professionals. Its effectiveness and cost-effectiveness are assessed in a randomised controlled trial, compared with an active control group, in which participants are given an information booklet on local social activities. Participants are aged 18 or over, have a primary diagnosis of a psychotic disorder (International Classification of Disease: F20–29) and capacity to provide informed consent. Participants are assessed at baseline and at 6, 12 and 18 months after individual randomisation. The primary outcome is quality of life at 6 months (Manchester Short Assessment of Quality of Life). We hypothesise that the effects on quality of life are mediated by an increase in social contacts. Secondary outcomes are symptoms, social situation and time spent in social activities. Costs and cost-effectiveness analyses will consider service use and health-related quality of life.Ethics and disseminationNational Health Service REC London Hampstead (19/LO/0088) provided a favourable opinion. Findings will be disseminated through a website, social media, scientific papers and user-friendly reports, in collaboration with a lived experience advisory panel.Trial registration numberISRCTN15815862.

Engaging Older Veterans With Serious Mental Illness in Physical Activity: In-Person, Remote, and Hybrid Models

Older adults with serious mental illness (SMI) have complex care needs across medical, psychiatric, cognitive, and social domains. This growing population exhibits high levels of medical comorbidity and sedentariness. Innovative interventions that promote holistic recovery for this group are needed, especially in the context of the COVID-19 pandemic. Peer Education on Exercise for Recovery (PEER) is a peer coaching intervention, delivered by VA Peer Specialists (Veterans with lived experience of mental illness), to promote exercise and physical activity among older adults with SMI. This paper will present on three different models of PEER: fully in-person, fully remote, and a hybrid model with both in-person and remote elements. Preliminary data indicates that PEER is (1) engaging and well-liked, (2) associated with greater sustained increases in physical activity compared to an active control, and (3) can lead to sustained physical activity increases that are resilient to situational constraints such as physical distancing.

A Qualitative Study of Characteristics of an Effective Health Coach: Personal, Professional, and Program Based

Health coaching continues to grow in popularity as an effective intervention to empower and engage patients and their caregivers. However, little is known about what characteristics contribute to the success of health coaches in implementing evidence-based interventions. This study examines the characteristics that contribute to effective health coaches. Semi-structured interviews were conducted with health coaches and an interdisciplinary research team of an ongoing study examining a virtual health coaching intervention. Interviewees identified three discrete themes of characteristics that contribute to the success of health coaches: personal (e.g. compassion), professional (e.g. transferability of soft skills) and program based (e.g. training regimen). We conclude that it is not just innate personality attributes that make a health coach effective in their role, but training and program design intended to support health coaches are also important in implementing interventions.