Supporting Biomedical Research Training for Historically Underrepresented Undergraduates Using Interprofessional, Nonformal Education Structures.
Supporting Biomedical Research Training for Historically Underrepresented Undergraduates Using Interprofessional, Nonformal Education Structures.
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利用跨专业、非正规教育结构支持历史上代表性不足的本科生的生物医学研究培训。
DOI：
10.14434/josotl.v21i1.30430
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发表时间：
2021-05-03
期刊：
影响因子：
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通讯作者：
Crespo, Carlos J
中科院分区：
文献类型：
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作者：
Marriott, Lisa K;Link, Aaron Raz;Anitori, Roberto;Blackwell, Ernest;Blas, Andrea;Brock, Jennifer;Burke, Tracey;Burrows, Julia A;Cabrera, Alexis P;Helsham, Derek;Liban, Lorna B;Mackiewicz, Marilyn R;Maruyama, Mika;Milligan-Myhre, Kathryn C A;Pangelinan, Perry J C;Hattori-Uchima, Margaret;Reed, Russell;Simon, Benjamin E;Solomon, Beylul;Trinidad, Alma M O;Wyatt, Letisha R;Covarrubia, Alonso Delgado;Zell, Adrienne;Keller, Thomas E;Morris, Cynthia;Crespo, Carlos J
研究经验为新的生物医学研究科学家提供了重要的培训。来自研究科学、技术、工程和数学 (STEM) 的弱势群体的学生越来越多地被招募进入研究途径，以使 STEM 领域多样化。然而，旨在帮助这些学生探索生物医学研究途径的研究环境之外的支持结构并不总是可用；实验室技术技能培训和正式指导之外的计划支持部分也没有得到很好的理解。本研究利用多机构研究培训计划“加强俄勒冈州跨学科基础设施和培训”(EXITO)，探索九个机构如何设计新的课程结构（丰富），以实现加强本科生研究培训和学生成功的共同目标。 EXITO 本科生参加了一项为期 3 年的综合研究培训计划，其中包括九个地点提供的强化课程：三所大学和六所社区学院，这些学院在规模、人口统计和地点方面高度多样化。经过 30 个月的时间研究了各站点支持学生参加培训计划的方法。所有站点都独立创建了自己的非正式课程结构，并通过促进的同行小组跨专业实施。描述设计和实施的站点数据按主题进行编码，以识别跨站点的基本程序组件，并使用学生反馈来三角测量结果。丰富活动为学生提供了批判性反思自己的兴趣、经验和研究身份的时间；与同行和专业人士建立联系；并支持隐藏和隐性课程的谈判。学生们表示，低压环境和以学生为中心的课程平衡了与学术和研究相关的高要求。核心课程主题将丰富化描述为培养学生的社区意识，让学生接触职业道路和技能，并支持学生职业身份的发展。非正式的跨专业课程使学生能够为彼此塑造不同的生物医学身份和途径，同时为制度结构提供信息，以提高不同本科生在学术界和研究中的成功。
Research experience provides critical training for new biomedical research scientists. Students from underrepresented populations studying science, technology, engineering, and mathematics (STEM) are increasingly recruited into research pathways to diversify STEM fields. However, support structures outside of research settings designed to help these students navigate biomedical research pathways are not always available; nor are program support components outside the context of laboratory technical skills training and formal mentorship well understood. This study leveraged a multi-institutional research training program, Enhancing Cross-Disciplinary Infrastructure and Training at Oregon (EXITO), to explore how nine institutions designed a new curricular structure (Enrichment) to meet a common goal of enhancing undergraduate research training and student success. EXITO undergraduates participated in a comprehensive, 3-year research training program with the Enrichment component offered across nine sites: three universities and six community colleges, highly diverse in size, demographics, and location. Sites’ approaches to supporting students in the training program were studied over a 30-month period. All sites independently created their own nonformal curricular structures, implemented interprofessionally via facilitated peer groups. Site data describing design and implementation were thematically coded to identify essential programmatic components across sites, with student feedback used to triangulate findings. Enrichment offered students time to critically reflect on their interests, experiences, and identities in research; network with peers and professionals; and support negotiation of hidden and implicit curricula. Students reported the low-pressure setting and student-centered curriculum balanced the high demands associated with academics and research. Core curricular themes described Enrichment as fostering a sense of community among students, exposing students to career paths and skills, and supporting development of students’ professional identities. The non-formal, interprofessional curricula enabled students to model diverse biomedical identities and pathways for each other while informing institutional structures to improve diverse undergraduate students’ success in academia and research.