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首页> 外文期刊>BMC Medical Education >Student-led research team-building program may help junior faculty increase productivity in competitive biomedical research environment
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Student-led research team-building program may help junior faculty increase productivity in competitive biomedical research environment

机译：学生LED研究团队建设计划可能有助于初级教师提高竞争性生物医学研究环境的生产力

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Background Interdisciplinary research teams can increase productivity among academic researchers, yet many junior investigators do not have the training or financial resources to build productive teams. We developed and tested the acceptability and feasibility of three low-cost services to help junior faculty build and maintain their own research teams. Methods At an urban academic medical centre, we implemented three types of consultation services: 1) giving talks on evidence-based best practices for building teams; 2) providing easy-to-use team building resources via email; and 3) offering a year-long consultation service—co-led by students—that taught faculty to build and maintain research teams. Our primary outcome was the number of faculty who used each service. For the yearlong consultation service, we asked faculty participants to complete three online self-assessments to rate their leadership confidence, the team’s performance, and which of the consultation components were most helpful. We used descriptive statistics to evaluate faculty assessment scores at three timepoints by comparing median scores and interquartile ranges. Results We gave 31 talks on team building to 328 faculty and postdoctoral fellows from 2014 to 2020. Separately, 26 faculty heard about our research team building expertise and requested materials via email. For the consultation service, we helped build or enhance 45 research teams from 2014 to 2020. By the end of the consultation, 100% of the faculty reported they were still maintaining their team. In the initial survey, the majority of participants (95.7%, n ?=?22) reported having no or few experiences in building teams. Further, when asked to rate their team’s performance at 12-months, faculty highly rated many elements of both teamwork and taskwork, specifically their team’s productivity (6/7 points), morale (6/7 points), and motivation (6/7 points). By the end of the program, faculty participants also highly rated two components of the consultation program: recruitment assistance (7/10 points) and provision of team management tools (7/10 points). Conclusions For participating faculty, our program provided valued guidance on recruitment assistance and team management tools. The high demand for team-building resources suggests that junior faculty urgently need better training on how to develop and manage their own team.
机译：背景技术跨学科研究团队可以提高学术研究人员的生产力，但许多初级调查人员没有培训或财政资源来建立生产力团队。我们开发并测试了三种低成本服务的可接受性和可行性，以帮助初级教师构建和维护自己的研究团队。方法在城市学术医疗中心，我们实施了三种类型的咨询服务：1）就建筑团队提供了基于证据的最佳实践的谈判; 2）通过电子邮件提供易于使用的团队建设资源; 3）由学生提供一年长期的咨询服务 - 联合主导 - 教师建立和维护研究团队。我们的主要结果是使用每项服务的教职员工人数。对于长期咨询服务，我们向教师参与者完成了三个在线自我评估，以利用他们的领导信任，团队的表现，以及哪些咨询组件最有帮助。我们使用描述性统计数据通过比较中位数和四分位数范围来评估三个时间点的教师评估分数。结果我们在2014年至2020年与328名教师和博士后研究员的团队大楼谈论31人。分别听取了26名教师，了解我们的研究团队通过电子邮件提出专业知识和所要求的材料。对于咨询服务，我们帮助建立或增强了2014年至2020年的45个研究团队。在磋商结束时，100％的教师报告他们仍然保持他们的团队。在初步调查中，大多数参与者（95.7％，n？= ?22）报告在建筑团队中没有或几乎没有经验。此外，当被要求在12个月内评价他们的团队的表现时，教师高度评价了团队合作和任务工作的许多元素，特别是他们的团队的生产力（6/7分），士气（6/7分）和动机（6/7点）。截至该计划结束时，教师参与者还高度评价了咨询计划的两个组成部分：招聘援助（7/10分）并提供团队管理工具（7/10分）。参与教师的结论，我们的计划提供了关于招聘援助和团队管理工具的有价值指导。对团队建设资源的高需求表明，初级教师迫切需要更好地培训如何开发和管理自己的团队。

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