Post-baccalaureate Training in Biomedical Research

 描述(由申请人提供)：梅奥大学毕业后研究教育计划(PREP)的目标是增加选择生物医学研究职业的代表不足群体的人数。我们的总体假设是，来自代表性不足群体的学生越来越多地选择生物医学研究职业，因为他们认识到这项研究在改善人类健康方面的短期和长期价值。拟议的具体目标检验了关于现有的和创新的方案要素的有效性的其他假设。梅奥的准备工作是成功和成熟的，自1997年梅奥在全国率先推出这一计划以来，它一直是院校教育多样化努力的独特基石。梅奥对多样性的持续承诺得到了最高管理层的支持，导致该机构发生了重大的积极变化。梅奥独特的、高度集成的临床和生物医学研究环境为培养见习科学家的职业目标提供了理想的环境。一家领先的研究生院、医学院、MSTP医学/博士培训项目和住院医师项目在梅奥卓越的第三级护理中心蓬勃发展。梅奥预科课程与多个既定的多元化项目相结合，包括梅奥国立卫生研究院国际管理发展学院博士前项目、URM暑期研究项目，以及由梅奥教育多样性办公室指导的其他机构支持的多样性教育倡议。梅奥成功的预科项目和IMSD项目庆祝了URM学生在暑期本科、临床研究、预科、博士和医学/博士研究连续体中的同行指导和相互支持。这种协同作用对于学生的自我效能感、作为生物医学研究科学家的身份认同以及个人训练路径的阐明至关重要。 前一个资助周期的预科进展，加上17年前预科学生的纵向数据，提供了客观证据，证明成功地促进了研究生培训，从而获得博士学位。我们的遴选过程会有意识地识别极有可能成功的申请者，同时也会接触到经过计算的有限比例的“风险”学生。梅奥预科领导层认为，增加全国URM博士生的数量，意味着比已经注定要成功的“挑剔”学生更重要。在接下来的五年里，我们将继续保持已经到位的成功的梅奥筹备要素。事实上，17年的经验指导了这些要素的优化。尽管如此，我们仍在不断寻求程序的改进。这项建议的新重点是：i)通过个人发展计划(IDP)工具向杰出的成就目标提供咨询；ii)通过参与现有的梅奥研究生院实习活动，促进预科学生对学术之外的博士后研究职业道路的熟悉和经验；iii)通过主办学生组织的一年两次的三站点预科研究会议，促进预科学生的领导技能和在全国范围内传播梅奥预科“最佳做法”。通过将Mayo UR博士后、博士后、暑期本科生和医学生研究员结合在一起，提供的独特和刻意的协同效应将得到保持。具体目标：目标1。保持和改进最好的梅奥预备课程，使9名学生保持稳定状态，使至少75%的毕业生进入博士或医学/博士课程。我们假设，我们的策略将继续有效地增加UR学生进入博士生项目的数量。目标2.通过为受训人员实施个人发展计划教育工具，加强梅奥的准备工作。我们假设，IDP工具的使用将加快梅奥预科学生为成功进入专业学校的准备。目标3.通过向预科学生提供更多关于博士后职业选择的知识，创新梅奥预科课程。我们假设，这些活动将缓解学生对博士职业稳定性/可行性的担忧，从而增加选择博士培训的预科学者的数量。目标4.通过每隔一年在梅奥诊所主办一次由学生主导的地区性三重准备会议，创新和传播梅奥准备工作的“最佳做法”。我们假设，计划和主办一次地区性科学会议将确认和维持预科学生的职业发展轨迹，并帮助学生形成全国性的导师和同行支持网络，并向研究生项目展示他们的技能。 描述(由申请者提供)：这个研究型教育项目将为应届大学毕业生提供1到2年的支持和专业技能发展。目标是帮助来自不同背景的学生(例如少数族裔、残疾人和弱势背景的个人)在博士水平上取得成功的生物医学研究事业，从而促进生物医学研究劳动力的多样化。

 DESCRIPTION (provided by applicant): The goal of the Mayo Post-Baccalaureate Research Education Program (PREP) is to increase the number of individuals from underrepresented groups who choose biomedical research careers. Our overall hypothesis is that students from underrepresented groups increasingly choose biomedical research careers when they appreciate the short-term and long-term value of this research in improving human health. The proposed specific aims test additional hypotheses about the effectiveness of existing and innovative programmatic elements. Mayo's PREP is successful and mature, having been a unique cornerstone of institutional education diversity efforts since Mayo pioneered this program nationally in 1997. Mayo's ongoing commitment to diversity is supported from the highest executive level, resulting in significant positive changes at the institution. Mayo's unique, highl-integrated clinical and biomedical research environment provides an ideal context to foster career goals of apprentice scientists. A leading graduate school, medical school, MSTP MD/PhD training program, and residency program thrive within Mayo's exceptional tertiary care center. The Mayo PREP synergizes with multiple established diversity programs, including Mayo's NIH IMSD pre-doctoral program, URM summer research programs, and other institutionally-supported diversity education initiatives directed through Mayo's Office for Diversity in Education. Mayo's successful PREP and IMSD programs celebrate peer mentoring and mutual support between URM students across the summer undergraduate, clinical research, PREP, PhD, and MD/PhD research continuum. This synergy is critical for student self-efficacy, identity as biomedical research scientists, and elucidation of individual training paths. PREP progress during the prior funding cycle, together with longitudinal data derived from 17 years of prior PREP students, provide objective evidence of success in promoting graduate training leading to the PhD degree. Our selection process consciously identifies applicants who are highly likely to succeed, while also reaching out to a limited proportion of students who are calculated "risks." Mayo PREP leadership believe that increasing the number of national URM PhD students means more than "cherry-picking" students already destined for success. For the next five years we will sustain the successful Mayo PREP elements already in place. Indeed, 17 years of experience have guided the optimization of these elements. Nevertheless, we continually seek program improvement. New in this proposal are emphases on i) counseling toward outstanding achievement goals through individual development plan (IDP) instruments; ii) promoting PREP scholar familiarity and experience with post-PhD research career paths outside of academia, supported through participation in an existing Mayo Graduate School internship activity; and iii) promoting PREP student leadership skills and national dissemination of Mayo PREP "best practices" by hosting student-organized biannual tri-site PREP research conferences. The unique and deliberate synergy afforded by combining Mayo UR pre-docs, post-bacs, summer undergraduate and medical student research fellows will be maintained. Specific aims: Aim 1. Maintain and improve the premier Mayo PREP with a steady-state of 9 students such that at least 75% of graduates matriculate into PhD or MD/PhD programs. We hypothesize that our tactics will continue to be effective in increasing the number of UR students entering PhD programs. Aim 2. Enhance the Mayo PREP by implementing Individual Development Plan (IDP) educational instruments for trainees. We hypothesize that use of the IDP tool will accelerate preparation of Mayo PREP students for successful professional school admission. Aim 3. Innovate the Mayo PREP by providing PREP students with improved knowledge of post-PhD career options. We hypothesize that these activities will alleviate student concerns about the stability/viability of PhD careers, thereby increasing the number of PREP scholars that choose to pursue PhD training. Aim 4. Innovate and disseminate "best practices" of the Mayo PREP by hosting a student-led, regional, tri-PREP conference at Mayo Clinic in alternate years. We hypothesize that planning and hosting a regional scientific conference will affirm and sustain PREP student professional trajectories, as well as help students to form national mentor and peer support networks and showcase their skills to graduate programs. DESCRIPTION (provided by applicant): This research education program will provide 1 or 2 years of support and professional skills development for recent college graduates. The goal is to help students from diverse backgrounds (e.g. ethnic/racial minorities, individuals with disabilities, and individuals from disadvantaged backgrounds) to advance to successful biomedical research careers at the PhD level, thus contributing to the diversification of the biomedical research workforce.