Post-baccalaureate Training in Biomedical Research

生物医学研究学士后培训

基本信息

批准号：
10612397
负责人：
Luis Lujan
金额：
$ 30.98万
依托单位：
MAYO CLINIC ROCHESTER
依托单位国家：
美国
项目类别：
财政年份：
2005
资助国家：
美国
起止时间：
2005-07-01 至 2025-04-30
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10612397
关键词：
Academia Accountability Address Adopted Advisory Committees Assessment tool Basic Science Biomedical Research Career Choice Climacteric Clinic Critical Thinking Data Development Development Plans Disabled Persons Disparity population Doctor of Philosophy Doctor&apos s Degree Educational Activities Educational Curriculum Educational process of instructing Elements Ensure Environment Ethnic Origin Exposure to Faculty Fostering Funding Goals Health High School Student Individual Industry Institution Laboratories Laws Leadership Mentors Mentorship Outcome Pathway interactions Personality Postbaccalaureate Program Evaluation Research Resources Science Science Policy Self Assessment Structure Students Surveys Training Training Programs Translational Research Underrepresented Minority Underrepresented Populations Underrepresented Students Work Writing bridge program career career networking cohort college disadvantaged background education planning education research experience follow-up graduate school graduate student high school improved innovation junior high school leadership development matriculation meetings member patient population programs racial minority recruit skill acquisition skills social success symposium tool translational research program tutoring undergraduate research

项目摘要

The goal of the Mayo Clinic Post-Baccalaureate Research Education Program (PREP) is to increase the number of individuals from underrepresented groups who choose biomedical research careers. We are motivated by the concept that a diverse research environment fosters more innovative research than a homogeneous environment. Many training programs seek to enhance the diversity of the biomedical research workforce. However, few of these programs emphasize the translational research linkage between basic science and improved health. Biomedical research training programs for diverse students often fail to emphasize practical development of the leadership skills actually required for successful careers in biomedical research. The Mayo Clinic Post-Baccalaureate Research Education Program (PREP) bridges these two gaps by preparing learners from underrepresented (UR) groups for successful matriculation and completion of research-intensive biomedical science PhD programs. During the next funding cycle, we will maintain the 22-year success of our program while increasing recruitment of UR students, improving mentorship experiences, and providing leadership skills. Indeed, 22 years of experience have guided the optimization of these elements. Specific aims: Aim 1. Recruit and retain UR learners (nine total per year) into basic science or translational research programs at Mayo Clinic while achieving a 75% matriculation rate into PhD or MD-PhD programs. Since its origin in 2006, the Mayo PREP has recruited and trained 63 post-baccalaureate UR learners. Forty-three (68%) matriculated into competitive PhD or MD-PhD programs. Of those students, 95% successfully completed a doctoral degree or are on track to do so. We will continue to recruit and train learners through our proven curriculum with its focus on intensive enrichment activities toward individualized academic and professional development. We will maintain objective program evaluation by leveraging self- assessment tools and surveys such as the Undergraduate Research Student Self-Assessment. We will use pre-entrance surveys to identify the needs of each learner and craft an appropriate plan to ensure timely learner success. We will provide access to tutors and will encourage participation in Mayo Clinic’s institutional resource groups (MERG) to assist in learner retention. We will facilitate networking by weekly structured meetings and quarterly meetings in a social setting with graduate students and faculty from UR groups. We hypothesize that these tactics will continue to be effective in increasing the number of UR learners entering PhD programs. Aim 2. Develop a pathway that cultivates successful long-term mentor-mentee relationships to facilitate successful research careers. Individual development plans (IDPs) have been used to identify gaps in research experiences and develop strategies for addressing these gaps. However, IDPs can be inadequate if not accompanied by diligent follow-up with accountability and adjustments in a changing research environment. We will therefore implement Post-baccalaureate Advisory Committees (PACs). Each PAC will involve the research mentor, program director, and at least one UR faculty member. The PAC will develop an individualized plan for launching the learner into a successful career. The PAC will identify and discuss career goals, analyze experience gaps, plan educational activities, verify career milestones, and propose approaches for addressing professional needs. This structure will emulate a graduate student thesis advisory committee. We hypothesize that PACs will lead to improved long-term mentor-mentee relationships that will facilitate (greater than 90%) retention of former PREP PhD graduates in biomedical sciences research. Aim 3. Create a platform for developing critical thinking and leadership skills outside of the classroom and laboratory setting. In 2016 the Mayo Clinic PREP pioneered its biennial Scientific Innovations Through Diverse Perspectives (SITDP) conference, completely organized by students to promote development of practical leadership skills not taught in the classroom or laboratory. The pilot was so successful that it has now been adopted by multiple institutions. We will continue to develop this successful platform that develops teamwork, teaching learners to work together with diverse individuals who have different objectives, points of view, and personalities. This platform provides opportunities to broaden professional networks, and discuss career paths with leaders in academia, industry, law, science policy, science writing, and other fields. We will also encourage learners to participate in Mayo Graduate School’s entrepreneurial course involving individuals from different academic, cultural, and ethnic backgrounds to develop a product that can be used to change the life of a patient population. We hypothesize that exposure to these opportunities will lead to the development of critical skills for becoming leaders in the biomedical sciences.

梅奥诊所后核后研究教育计划（PREP）的目标是增加选择生物医学研究职业的人数不足的群体的个人人数。我们的动机是潜水员研究环境促进更具创新性研究的概念比同质环境。许多培训计划旨在增强生物医学的多样性研究人员。但是，这些程序中很少有人强调转化研究之间的联系基础科学并改善健康。潜水员学生的生物医学研究培训计划通常无法强调成功职业所需的领导能力的实际发展生物医学研究。梅奥诊所后核研究教育计划（PREP）桥梁这两个差距是通过从代表性不足的（UR）组中为成功矩阵和完成研究密集型生物医学科学博士计划。在下一个资金周期中，我们将在增加学生招聘的同时，保持我们计划的22年成功，改善识别经验并提供领导能力。确实，有22年的经验指导了这些元素的优化。具体目的：目标1。招募和留住您的学习者（每年九个）进入基础科学或翻译 Mayo诊所的研究计划，同时在博士学位或MD-PHD中获得75％的矩阵率程序。自2006年起起源于2006年以来，蛋黄酱的预备都招募并培训了63次后库尔特。学习者。四十三（68％）成熟到竞争性博士学位或MD-PHD计划中。在这些学生中 95％的人成功完成了博士学位或有望这样做。我们将继续招募和培训通过我们经过验证的课程学习者，其重点是针对个性化的强化丰富活动学术和专业发展。我们将通过利用自我来维持客观的计划评估评估工具和调查，例如本科生研究学生的自我评估。我们将使用进入前调查以确定每个学习者的需求并制定适当的计划以确保及时学习者的成功。我们将提供导师的访问权限，并鼓励参与Mayo Clinic的机构资源集团（MERG）协助学习者保留。我们将每周促进网络在社交环境中与研究生和教职员工的结构化会议和季度会议组。我们假设这些策略将继续有效地增加UR的数量学习者进入博士学位课程。目标2。开发一种培养成功的长期心理关系关系的途径促进成功的研究职业。个人发展计划（IDP）已被用来识别研究经验的差距并制定解决这些差距的策略。但是，IDP可以是如果不伴有勤奋的后续行动，则不足以进行责任和调整研究环境。因此，我们将实施后核后咨询委员会（PACS）。每个 PAC将涉及研究导师，计划主任和至少一名您的教职员工。 Pac Will 制定一个个性化的计划，将学习者推向成功的职业。 PAC将识别并讨论职业目标，分析经验差距，计划教育活动，验证职业里程碑以及解决专业需求的建议方法。这种结构将模仿研究生论文咨询委员会。我们假设PACS将导致改善长期心理群体gentee 将有助于（大于90％）生物医学中的前PREP PHD毕业生保留（大于90％）的关系科学研究。目标3。创建一个平台，以发展批判性思维和领导能力教室和实验室环境。 2016年，梅奥诊所准备了其两年一的科学通过不同观点（SITDP）会议的创新，学生完全组织促进在课堂或实验室教授的实践领导能力的发展。飞行员是如此成功，以至于现在已经被多个机构采用了。我们将继续发展这个成功发展团队合作的成功平台，教学者与潜水员一起工作具有不同的目标，观点和个性。该平台提供了扩展的机会专业网络和与学术界，工业，法律，科学政策的领导者的讨论职业道路，科学写作和其他领域。我们还将鼓励学习者参加梅奥研究生院的企业家课程涉及来自不同学术，文化和种族背景的个人开发可用于改变患者人数的生命的产品。我们假设暴露这些机会将导致发展重要技能，以成为生物医学的领导者科学。