Admin-Core-001

目前，生物医学劳动力并不反映一般美国人口，因为有几个群体是 代表性不足。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AI/AN和农村学生，我们 生物医学学习和学生培训（BLaST）计划将扩大一个成功的分层小组辅导 一个系统，支持一个全面的和文化上适当的方法，以学术咨询和指导， 相关研究经验。基于阿拉斯加的学生团体，我们专注于吸引代表性不足的学生 学生通过提供有意义的研究经验，通过一个健康的范式。一个健康 假设人类，动物和环境健康是密不可分的-每个人的健康都是 依赖于其他人。我们将进一步测试这种健康方法是否与来自农村的学生产生共鸣 在这些地区，生存的生活方式很普遍，并通过营养将人类与环境紧密联系在一起， 经济、生活方式和文化。“一个健康”方法还符合普遍健康的更广泛定义 在阿拉斯加州内外的许多土著社区。在我们项目的第二个五年里， 我们将继续我们在BUILD支持的BLast计划中试点的创新实践，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和农村学生服务的大学 并评估“同一健康”概念是否与这些机构的学生产生共鸣。我们还将开发这些 方法通过建立一个文化相关的社区，将支持学生清除障碍， 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.