Biomedical Learning and Student Training (BLaST) Program

目前，生物医学劳动力并不像几个群体那样反映美国总体人口 代表人数不足。这些群体包括美国印第安人、阿拉斯加原住民(AI/AN)和来自农村的人 背景。为了支持来自不同背景的学生，特别是人工智能/人工智能和农村学生，我们的 生物医学学习和学生培训(BLAST)计划将扩展成功的分级小组指导 支持对学术咨询和辅导采取全面的和文化上合适的方法的系统 相关研究经验。根据阿拉斯加的学生群体，我们专注于吸引代表性不足的学生 通过One Health范式提供有意义的研究经验。同一个健康 假设人类、动物和环境的健康是密不可分的-每一个的健康都是 依赖于其他人。我们将进一步测试这种健康方法是否会引起来自农村的学生的共鸣 自给自足的生活方式很常见，并通过营养将人类与环境紧密联系在一起的地区， 经济、生活方式和文化。同一健康方法也与健康流行的更广泛的定义一致 在阿拉斯加内外的许多土著社区。在我们计划的第二个五年里，我们 将继续我们在构建支持的BLAST计划中试验的创新做法，我们将 将我们的BLAST网络扩展到服务于大部分人工智能/人工智能的大学和阿拉斯加以外的农村学生 并评估“一个健康”的概念是否与这些机构的学生产生共鸣。我们还将开发这些 通过建立一个与文化相关的社区，支持学生清除 经常在他们的学术生涯中挑战他们的进步。

Currently the biomedical workforce does not reflect the general US population, as several groups are underrepresented. These groups include American Indians, Alaska Natives (AI/AN), and those from rural backgrounds. To support students from diverse backgrounds, especially AI/AN and rural students, our Biomedical Learning and Student Training (BLaST) program will expand a successful tiered group mentoring system that supports a holistic and culturally appropriate approach to academic advising and mentoring in relevant research experiences. Based on the student body in Alaska, we focus on engaging underrepresented students by providing meaningful research experiences through the One Health paradigm. One Health postulates that human, animal, and environmental health are inextricably linked – the health of each is dependent upon the others. We will further test if this approach to health resonates with students from rural areas where a subsistence lifestyle is common and links humans closely to the environment through nutrition, economy, lifestyle, and culture. The One Health approach also aligns with a wider definition of health prevalent in many Indigenous communities, within and outside Alaska. During the second five years of our program we will continue the innovative practices that we have piloted in our BUILD supported BLaST program, and we will expand our BLaST network to colleges serving large proportions of AI/AN and rural students outside Alaska and assess if the One Health concept resonates with students in those institutions. We will also develop these approaches through building a culturally relevant community that will support students in clearing hurdles that often challenge their progress through their academic career.