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The COVID-19 pandemic has highlighted race-based health disparities and structural racism in the United States. Enhancing the training of early-career academic and health scientists from underrepresented minority groups (URM) is critical to reduce disparities affecting underserved population groups. A dedicated training program that has been proven to support URM can facilitate career development for junior faculty during the pandemic. This critical support ensures the retention of talented, racially diverse junior faculty who are poised to mitigate struc­tural racism, rather than perpetuate it. We describe how the Cardiovascular Disease Programs to Increase Diversity Among Indi­viduals Engaged in Health-Related Research (PRIDE-CVD) summer institute successfully transitioned from a face-to-face format to a virtual format during the COVID-19 pandemic. As a result, early-career faculty continued to receive the PRIDE-CVD train­ing on research methodology, grantsman­ship, career development, and CVD health disparities, especially as related to the pandemic. In addition, the virtual format facilitated networking, promoted mental wellness, and allowed continual mentor­ship. Collectively, the program provided timely and relevant career development in the COVID-19 era and helped partici­pants navigate the psychosocial challenges of being a URM in cardiovascular health research.Ethn Dis. 2021;31(3):411-416; doi:10.18865/ed.31.3.411

<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>

<p>Aspiring junior investigators from groups underrepresented in the biomedical sciences face various challenges as they pursue research independence. However, the biomedical research enterprise needs their participation to effectively address critical research issues such as health disparities and health inequities. In this article, we share a research education and mentoring initiative that seeks to address this challenge: Programs to Increase Diversity among Individuals Engaged in Health Related Research (PRIDE), funded by the National Heart, Lung, and Blood Institute (NHLBI). This longitudinal research-education and mentoring program occurs through summer institute programs located at US-based academic institutions. Recruited participants are exposed to didactic and lab-based research-skill enhancement experiences, with year-round mentoring over the course of two years. Mentor-mentee matching is based on shared research interests to promote congruence and to enhance skill acquisition. Program descriptions and sample narratives of participants' perceptions of PRIDE's impact on their career progress are showcased. Additionally, we highlight the overall program design and structure of four of seven funded summer institutes that focus on cardiovascular disease, related conditions, and health disparities. Mentees' testimonials about the value of the PRIDE mentoring approach in facilitating career development are also noted. Meeting the clinical and research needs of an increasingly diverse US population is an issue of national concern. The PRIDE initiative, which focuses on increasing research preparedness and professional development of groups underrepresented in the biomedical research workforce, with an emphasis on mentoring as the critical approach, provides a robust model that is impacting the careers of future investigators. <em>Ethn Dis. </em>2016;26(3):379- 386; doi:10.18865/ed.26.3.379 </p>

<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>