The Medical Physician Engineers, Scientists, and Clinicians Preparatory Program [MPESC-Prep]

医学医师工程师、科学家和临床医生预备计划 [MPESC-Prep]

基本信息

批准号：
10618993
负责人：
David W Clapp
金额：
$ 16.03万
依托单位：
INDIANA UNIV-PURDUE UNIV AT INDIANAPOLIS
依托单位国家：
美国
项目类别：
财政年份：
2022
资助国家：
美国
起止时间：
2022-06-01 至 2027-05-31
项目状态：
未结题

来源：
https://reporter.nih.gov/project-details/10618993
关键词：
African American African American population Awareness Bioinformatics Biology Cardiovascular system Charge Clinical Communities Development Discipline Disease Doctor of Medicine Doctor of Philosophy Educational Curriculum Engineering Enrollment Ensure Event Exposure to Faculty Fostering Funding Future Teacher Goals Growth Health Policy Heart Diseases Hematological Disease Hematology Hispanic Individual Institution Laboratories Laboratory Research Latinx Leadership Logic Lung Lung diseases Manuscripts Measurable Measures Mediator Medical Medicine Mentors Mentorship Methodology Methods Minority Mission Modeling National Heart, Lung, and Blood Institute Nursing Faculty Outcome Output Patients Peer Group Physicians Population Postdoctoral Fellow Prevention Process Publications Reproducibility Research Research Ethics STEM field Science Science, Technology, Engineering and Mathematics Scientist Self Efficacy Series Students Talents Training Training Programs Training and Education Trust United States United States National Institutes of Health Universities Work career college design experience high school implementation evaluation improved innovation insight interest meetings member minority student next generation patient population peer coaching programs racial diversity recruit success summer internship translational impact undergraduate education undergraduate student university student

项目摘要

ABSTRACT There is broad awareness of the shortage of physician-scientists nationally. However, the lack of racial diversity in the physician-scientist workforce is particularly dire. This deficit has profound consequences that impact scientific innovation, health policy, and leadership. It also negatively impacts the trust afforded to physicians and scientists by diverse patient populations. Fostering diversity of physicians and physician-scientists in the workforce by enhancing undergraduate educational, mentoring, and in-depth research experiences is a stated goal of the NHLBI and this RFA. To respond to this charge, we recently developed a pilot, integrated, longitudinal program to promote the diversity of students and future faculty in biomedical sciences and engineering. The program is known as The Medical Physician Engineers, Scientists, and Clinicians Preparatory program [MPESC-Prep]. We build on and expand our pilot to target three institutions who will partner with us to provide four key components that promote sustained scientific interest and subsequent professional success in diversity undergraduates. These components include: an in-depth research experience, mentoring, community, and curriculum. This program includes identification of a research mentor and laboratory to support the student longitudinally through 2-3 summers in the same research laboratory. The mentors provide professional insights through regular mentoring meetings, and research experiences leading to research presentations and publications. Parallel shadowing experiences with a physician faculty member will provide complementary clinical insights. The focus will consistently be on the professional development of the students pursuing interests in becoming a physician-scientist/engineer. These focused experiences are supplemented by curricular content to provide a framework that is college level appropriate while enhancing their understanding of basic biology, bioinformatics, and research processes. Finally, a series of informal and semiformal events (such as brown bag lunches) with their peer group, MSTP students, and faculty will be provided to further build a sense of community. We will evaluate the implementation of our program to assess the 4 core components of the program guided by a logic model with key inputs, activities, outputs and short- and long-term outcomes. Achieving these outcomes ensures that we inspire, nurture, and train the next generation scientific leaders in the cardiovascular, pulmonary, and hematologic science.

抽象的人们普遍认识到全国范围内医师科学家的短缺。然而，缺乏种族医生科学家队伍的多样性尤其严重。这种赤字会产生深远的后果影响科学创新、卫生政策和领导力。它还会对人们的信任产生负面影响不同患者群体的医生和科学家。通过加强本科生培养，促进劳动力队伍中医生和医生科学家的多样性教育、指导和深入研究经验是 NHLBI 和本 RFA 的既定目标。到为了回应这一指控，我们最近制定了一项试点、综合、纵向计划来促进多样性生物医学科学与工程领域的学生和未来教师。该计划被称为“医疗” 医师工程师、科学家和临床医生预备课程 [MPESC-Prep]。我们建立并扩展我们的试点项目以三个机构为目标，这些机构将与我们合作提供四个关键组成部分，以促进多元化本科生持续的科学兴趣和随后的职业成功。这些组成部分包括：深入的研究经验、指导、社区和课程。该计划包括确定研究导师和实验室来纵向支持学生在同一个研究实验室度过 2-3 个夏天。导师通过以下方式提供专业见解定期的指导会议以及导致研究演示和出版物的研究经验。与医师教员的平行见习经验将提供互补的临床见解。重点将始终放在追求成为有兴趣的学生的专业发展上医师科学家/工程师。这些重点经验通过课程内容进行补充，以提供适合大学水平的框架，同时增强他们对基础生物学的理解，生物信息学和研究过程。最后，一系列非正式和半正式的活动（例如棕色将向同龄人、MSTP 学生和教师提供袋装午餐，以进一步建立一种社区。我们将评估我们计划的实施情况，以评估计划指导的 4 个核心组成部分通过具有关键输入、活动、输出以及短期和长期结果的逻辑模型。实现这些成果确保我们能够激励、培养和培训下一代科学领导者心血管、肺和血液科学。