Einstein Postbaccalaureate Research Education Program

爱因斯坦学士后研究教育计划

• 批准号: 10356124
• 负责人: Myles H. Akabas
• 金额: $ 41.16万
• 依托单位: ALBERT EINSTEIN COLLEGE OF MEDICINE
• 依托单位国家: 美国
• 财政年份: 2013
• 资助国家: 美国
• 起止时间: 2013-04-01 至 2025-02-28
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10356124
• 关键词: Active Learning; Admission activity; African American population; Alaska Native; American; Bachelor' s Degree; Biomedical Research; Communication; Communities; County; Creativeness; Development Plans; Disabled Persons; Doctor of Philosophy; Economically Deprived Population; Economics; Educational process of instructing; Engineering; Enrollment; Ensure; Environment; Evaluation; Faculty; Family; Foundations; Goals; Health; Hispanic Americans; Individual; Institution; Interdisciplinary Study; Interview; Journals; Knowledge; Laboratory Research; Learning; Medicine; Mentors; Minority Groups; NIH Program Announcements; National Institute of General Medical Sciences; Native Americans; Native Hawaiian; Occupations; Oral; Outcome; Pacific Islands; Population; Process; Recording of previous events; Reporting; Research; Research Project Grants; Running; Science; Science, Technology, Engineering and Mathematics; Scientist; Solid; System; Training; Training Programs; Underrepresented Minority; United States; United States National Institutes of Health; Universities; Woman; Work; base; career; college; design; disabled students; disadvantaged background; doctoral student; education research; ethnic diversity; expectation; experience; improved; innovation; medical schools; minority scientist; novel; peer; peer coaching; pressure; programs; racial and ethnic; racial diversity; skills; social; socioeconomic disadvantage; statistics; success; support network; undergraduate research experience; undergraduate student; underrepresented minority student; volunteer

Project Summary/Abstract Neither the biomedical research workforce nor the faculty at research universities and medical schools reflect the racial and ethnic diversity of the American population. In part, this is due to the limited number of underrepresented minority (URM) students who enter PhD and MD-PhD programs. Lack of substantive research experiences during undergraduate studies leaves many URM students unprepared to apply to competitive graduate programs. The goal of this Post-Baccalaureate Research Education Program (PREP) is to provide URM and disabled students, who want to pursue a career in biomedical research, with the intensive research experience and academic enrichment necessary to make them competitive applicants to rigorous PhD and MD-PhD programs. Einstein has a long history of successfully mentoring URM students through both its PhD and MD-PhD programs. The Einstein PREP has four major components designed to prepare trainees to apply successfully to PhD or MD-PhD programs: 1) an intensive, mentored laboratory research experience, 2) a didactic component to increase trainees' scientific knowledge and prepare them for interdisciplinary research, 3) an oral and written communications skills enhancement program, and 4) a layered mentoring system to provide the trainees with the support network they need to flourish in the program and beyond. These four components are interwoven throughout the year long program. The program begins with a two week Orientation during which trainees select their research mentor. The mentored research project emphasizes the process of hypothesis-based research, the excitement and joy of scientific discovery, and the persistence and creativity needed to achieve success. Trainees work with the Program Directors and research mentor to formulate an Individual Development Plan. Each trainee is assigned either a URM PhD or MD-PhD student peer mentor. The Einstein Minority Scientist Association will run a monthly PREP Journal Club and other social and scientific activities. The Program Directors will meet with the trainees on a weekly basis for informal and didactic sessions. This combination of didactic and experiential learning will prepare the applicants to apply successfully to highly competitive PhD and MD-PhD programs. We expect that more than 75% of our trainees will matriculate and successfully complete such programs. To date, 19 trainees have entered the program, 12 have completed and all are enrolled in PhD or MD-PhD programs, i.e., 100% success. Of the 7 trainees currently in the program, one applying to MD-PhD programs already has an acceptance; five applying to PhD programs already have multiple interview invitations. We expect that all will successfully matriculate into graduate programs. The seventh trainee will spend a second year in the program while she applies to MD-PhD programs. Our PREP alumni will ultimately expand the US biomedical workforce diversity.

项目总结/摘要 无论是生物医学研究人员，还是研究型大学和医学院的教师， 反映了美国人口的种族和民族多样性。部分原因是， 代表性不足的少数民族（URM）的学生谁进入博士和MD-PhD课程。缺乏实质性 本科学习期间的研究经验让许多URM学生没有准备好申请 有竞争力的研究生课程。这个学士后研究教育计划（PREP）的目标是 提供URM和残疾学生，谁想要追求在生物医学研究的职业生涯，与密集的 研究经验和学术丰富的必要，使他们有竞争力的申请人，以严格的 PhD和MD-PhD课程。爱因斯坦有着悠久的历史，成功地指导URM学生通过这两个 它的博士和MD-PhD课程。爱因斯坦PREP有四个主要组成部分，旨在培养学员 成功申请博士或MD-PhD课程：1）密集的，指导的实验室研究经验， 2)一个教学部分，以增加受训者的科学知识，并为他们进行跨学科的学习做好准备。 研究，3）口头和书面沟通技能增强计划，以及4）分层指导 系统，为学员提供他们需要的支持网络，以蓬勃发展的计划和超越。 这四个组成部分是交织在整个一年的计划。节目以一个2开头 在这一周里，学员们选择他们的研究导师。指导研究项目 强调基于假设的研究过程，科学发现的兴奋和喜悦， 坚持和创造力是取得成功所必需的。学员与项目主任和研究人员一起工作 指导制定个人发展计划。每个受训者被分配一个URM博士或MD-PhD 学生同侪导师爱因斯坦少数族裔科学家协会将每月举办一次PREP期刊俱乐部， 其他社会和科学活动。项目主管将每周与学员会面， 非正式和说教式的会议。这种教学和体验式学习的结合将为 申请人成功申请到竞争激烈的博士和MD-PhD课程。我们预计， 75%的学员将成功入学并完成这些课程。迄今为止，已有19名受训人员 进入该计划，12个已经完成，所有参加博士或MD-PhD课程，即，百分之百成功。 目前在该计划的7名学员中，一名申请MD-PhD课程的学员已经被录取;五名 申请博士课程已经有多个面试邀请。我们期待一切都能成功 进入研究生课程。第七名学员将在该项目中度过第二年， 适用于MD-PhD课程。我们的PREP校友将最终扩大美国生物医学劳动力的多样性。