MUSC Post-Baccalaureate Research Education Program

项目摘要 南卡罗来纳州医科大学（MUSC）学士后研究教育计划（PREP）是 为期一年的密集生物医学研究，教育和指导经验精心设计，以提供 代表性不足的少数群体、弱势群体和残疾人获得技能的机会， 习惯和心态与博士培训和终身科学事业的成功和实现。 我们的计划将利用我们建立的IMSD计划以及我们强大的大学多样性办公室， 公平和包容，提供专业发展和榜样，支持身份发展， 科学家和长期的支持系统为我们的学者。MUSC的目标和可衡量的结果 PREP是：（1）介绍我们的PREP学者的实践生物医学科学社区的文化 通过明确的教学和结构化的经验，使他们能够吸收和建立自己的身份， 科学家(2)提供一个安全的环境，通过指导我们所有的学者在不断自我评估 创造和不断完善自己的个人发展计划，将指导他们的选择， 在PREP年及以后的专业和教育活动。(3)提供我们所有的PREP学者 一个指导实验室研究项目，并有机会口头介绍他们的研究， 批判性思维和沟通能力，预期在研究生水平，和文化资本吸引力， 研究生课程。(4)招收我们所有的学者在真实的博士水平的课程，以提高认知和 非认知技能，使至少75%的MUSC PREP学者将进入前100名生物医学 科学博士或双学位课程。(5)积极发展个性化的长期支持网络， 学生通过介绍他们到多个导师在MUSC，我们的区域PREP-IMSD姐妹机构，和 国家研究指导网络，确保至少90%的MUSC PREP校友将完成博士学位 加入到科学事业中来。(6)收集预先计划的客观和主观结局数据， 持续的内部和外部评估和改进方案，公布有效的战略， 并为所有理科研究生的培训提供最佳实践。如果成功的话， 明天将更好地反映美国的种族，民族，神经和社会经济多样性，而不是 它今天确实如此，这反过来又可能扩大生物医学研究和人类健康的积极影响。 由此产生的结果。

PROJECT SUMMARY The Medical University of South Carolina (MUSC) Post-baccalaureate Research Education Program (PREP) is an intensive one-year biomedical research, education and mentoring experience carefully designed to provide under-represented minority, disadvantaged, and individuals with disabilities an opportunity to acquire the skills, habits, and mindset associated with success and fulfillment in doctoral training and lifelong scientific careers. Our program will leverage our established IMSD program as well as our robust university Office of Diversity, Equity and Inclusion to provide professional development and role models that support identity development as scientists and long-term support systems for our scholars. The Goals and Measurable Outcomes of MUSC PREP are to: (1) Introduce our PREP scholars to the culture of the biomedical science community of practice through explicit teaching and structured experiences to enable them to assimilate and build their identities as scientists. (2) Provide a safe environment for continuous self-assessment by guiding all of our scholars in the creation and continual refinement of their own individual development plans that will direct their choice of professional and educational activities during the PREP year and beyond. (3) Provide all of our PREP scholars a mentored laboratory research project and opportunity for oral presentation of their research to acquire the critical thinking and communication skills expected at the graduate level, and cultural capital attractive to graduate programs. (4) Enroll all of our scholars in authentic PhD-level coursework to enhance cognitive and non-cognitive skills such that at least 75% of MUSC PREP scholars will matriculate into a top 100 biomedical science PhD or dual degree program. (5) Actively develop individualized long-term support networks for our scholars by introducing them to multiple mentors at MUSC, our regional PREP-IMSD sister institutions, and the National Research Mentoring Network, ensuring that at least 90% of MUSC PREP alumni will complete the PhD and join the workforce in a scientific career. (6) Collect pre-planned objective and subjective outcome data for continuous internal and external assessment and refinement of the program, publication of effective strategies, and to inform best practices for training all science graduate students. If successful, the biomedical workforce of tomorrow will better reflect the racial, ethnic, neurologic, and socioeconomic diversity of the United States than it does today, which in turn may broaden the positive impact of biomedical research and the human health outcomes that follow from it.