Admin-Core-001

目前，生物医学劳动力并不能反映美国普通人口的情况，因为有几个群体正在 代表性不足。这些群体包括美洲印第安人、阿拉斯加原住民 (AI/AN) 以及来自农村的人 背景。为了支持来自不同背景的学生，特别是 AI/AN 和农村学生，我们的 生物医学学习和学生培训（BLaST）计划将扩大成功的分层小组指导 支持采用全面且适合文化的学术建议和指导方法的系统 相关研究经历。根据阿拉斯加的学生群体，我们重点关注代表性不足的学生 学生通过“同一个健康”范式提供有意义的研究经验。一个健康 假设人类、动物和环境健康是密不可分的——每个人的健康都与 依赖他人。我们将进一步测试这种健康方法是否能引起农村学生的共鸣 生存生活方式普遍存在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。 “同一个健康”方法也符合更广泛的健康流行定义 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 BUILD 支持的 BLaST 计划中试点的创新实践，并且我们将 将我们的 BLaST 网络扩展到为阿拉斯加以外的大部分 AI/AN 和农村学生提供服务的大学 并评估“同一个健康”概念是否与这些机构的学生产生共鸣。我们还将开发这些 通过建立一个文化相关的社区来支持学生克服障碍 经常挑战他们在学术生涯中的进步。

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.