Knight Scholars Program: A Tiered Three-Year Mentored Training Program for Urban and Rural High School High School Students Increases Interest and Self-Efficacy in Interprofessional Cancer Research.
Knight Scholars Program: A Tiered Three-Year Mentored Training Program for Urban and Rural High School High School Students Increases Interest and Self-Efficacy in Interprofessional Cancer Research.
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DOI：
10.15695/jstem/v5i2.06
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发表时间：
2022-08
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癌症研究培训计划培养了我们未来的生物医学劳动力。培训通常集中在靠近研究机构的学生身上，这使得农村学生获得培训的机会更具挑战性。为居住在俄勒冈州五个地理区域的高中生制定了癌症研究培训计划。培训在持续时间和强度上分三年进行，包括为期一周的入门计划和随后为期10周的夏季研究培训计划(沉浸式和强化)。共有60名学生参加了面对面和/或虚拟培训，沉浸式学生获得了临床护理、公共卫生和家庭社区外展方面的指导跟踪体验。研究密集型机构的实验室轮换使学生能够在第二年夏天选择感兴趣的领域进行强化培训之前，对研究环境进行抽样。与自我决定理论相一致，骑士学者计划旨在建立其受训人员在生物医学科学方面的能力、关联性和自主性。该项目让学生接触到广泛的跨专业职业和协作团队，使学者能够以不同的方式设想自己。结果显示，入门和沉浸学者的兴趣和研究自我效能感都有了很大的提高，研究结果突出了代表在指导和培训工作中的重要性。
Cancer research training programs build our future biomedical workforce. Training is often centered for students residing close to research institutions, making access more challenging for rural students. A cancer research training program was developed for high school students residing in five geographical regions across Oregon. Training was tiered in duration and intensity across the three years, including a one-week Introduction program and subsequent 10-week summer research training programs (Immersion and Intensive). A total of 60 students participated in in-person and/or virtual training, with Immersion students receiving mentored shadowing experiences in clinical care, public health, and outreach in their home communities. Laboratory rotations at a research-intensive institution enabled students to sample research environments before selecting an area of interest for Intensive training the following summer. Aligning with Self-Determination Theory, the Knight Scholars Program aims to build competence, relatedness, and autonomy of its trainees in biomedical sciences. The program exposed students to a wide range of interprofessional careers and collaborative teams, enabling scholars to envision themselves in various paths. Results show strong gains in interest and research self-efficacy for both Introduction and Immersion scholars, with findings highlighting the importance of representation within mentoring and training efforts.