HopkinsPREP: Research, Community, Professional Training and Personal Growth

HopkinsPREP：研究、社区、专业培训和个人成长

• 批准号: 10560615
• 负责人: Katherine L Wilson
• 金额: $ 34.63万
• 依托单位: JOHNS HOPKINS UNIVERSITY
• 依托单位国家: 美国
• 财政年份: 2015
• 资助国家: 美国
• 起止时间: 2015-05-01 至 2025-01-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10560615
• 关键词: African American; Agreement; Alaska Native; American; American Indians; Area; Award; Awareness; Biomedical Research; Biotechnology; Black race; Clinical; Communication; Communities; Competence; Custom; Dedications; Development; Development Plans; Doctor of Philosophy; Educational process of instructing; Educational workshop; Enrollment; Environment; Ethics; Evaluation; Event; Faculty; Feedback; Fellowship; Fostering; Foundations; Funding; Future; GRE Preparation; Goals; Hawaiian; Hispanic; Hour; Individual; Institution; Interview; Journals; Laboratories; Latino; Learning; Life; Measures; Mentors; Pacific Islands; Personal Financing; Personal Growth; Persons; Pharmacy (field); Postbaccalaureate; Postdoctoral Fellow; Preparation; Research; Research Ethics; Research Training; Schedule; Scholars Program; Science; Scientist; Self Efficacy; Series; Students; Talents; Testing; Time Management; Training; Training Programs; Underrepresented Minority; Underrepresented Populations; Universities; Visualization; Work; Writing; career; college; design; disability; doctoral student; education research; experience; experimental study; graduate school; improved; innovation; interest; matriculation; medical schools; meetings; member; minority trainee; peer; peer coaching; programs; recruit; skills; success; support network; symposium; underrepresented minority student; visiting scholar

The Postbaccalaureate Research Education Program (PREP) at Johns Hopkins University School of Medicine, now in its fourth year, proposes to select six recent college graduates each year from backgrounds traditionally underrepresented in science who desire PhD research careers and will benefit substantially from a year of intensive research experience and custom mentoring. We prepare these promising students for entry into rigorous PhD training programs and long-term success. Scholars visit Hopkins in April for a two-day Mentor- Matching event to interview potential mentors in their field of interest, and are matched with an enthusiastic Research Mentor. RESEARCH: Scholars learn, design, conduct and analyze hypothesis-driven experiments in the mentor's lab, and participate in weekly lab meetings, journal clubs and departmental research seminars, and a national conference. `Project Meetings' (mini-thesis meetings) are a key new feature: each Scholar invites two subject-expert faculty in addition to their Research Mentor and PREP Director to three meetings during their first year. Scholars prepare a written proposal for a one-hour discussion with their committee, and benefit from their own support network of scientific mentors. Project Meetings have increased faculty awareness of this program; 62 faculty are ready to serve as research mentors or advisors for PREP Scholars. PREP COMMUNITY: Scholars gather for a two-hour `Chalktalks' event each month with dedicated Peer Mentors (ten underrepresented minority PhD students and postdoctoral fellows) to practice talking science, ask questions and get advice within our PREP community. Scholars also mix with PhD students at events including a vibrant annual PhD program retreat. PROFESSIONAL TRAINING: Scholars participate in Research Ethics workshops taught by the School of Medicine, an NSF (National Science Foundation) graduate fellowship workshop, and Writing & Peer-Editing Workshops taught by the PREP Director. PERSONAL GROWTH: The Director and Scholar create an individual development plan (IDP) to set goals and strengthen specific areas needed to be competitive for PhD success. IDPs can include graduate-level coursework, practice interviews, workshops (e.g., critical analysis, personal finances, time management, communication) and GRE/MCAT test preparation funded by our institution. Scholars meet individually with the Director for one hour every month, and informally as needed. This program will be evaluated yearly by direct feedback and by the Hopkins Office of Assessment & Evaluation, including pre- and post-assessment of confidence in 21 areas of scientific competence (self-efficacy). Success will be defined as the entry of at least 75% of PREP scholars into rigorous PhD or MD/PhD programs nationwide, within two years of starting PREP. Our actual 2-year success rate so far is 92%, and two Scholars were awarded National Science Foundation graduate fellowships in 2018. By preparing outstanding URM trainees for PhD or MD/PhD careers, this program is having a positive impact on PhD student diversity and fostering a culture of inclusion at Johns Hopkins and nationwide.

约翰霍普金斯大学医学院的学士后研究教育项目（PREP）， 现在已经是第四年了，它建议每年从传统背景中挑选六名应届大学毕业生， 在科学中代表不足的人希望博士研究生涯，并将大大受益于一年的 密集的研究经验和客户指导。我们为这些有前途的学生做好准备， 严格的博士培训计划和长期的成功。学者访问霍普金斯在四月为期两天的导师- 配对活动，在他们感兴趣的领域采访潜在的导师，并与一个热情的 研究导师。研究：学者学习，设计，进行和分析假设驱动的实验， 导师的实验室，并参加每周的实验室会议，期刊俱乐部和部门研究研讨会， 一个全国性的会议。“项目会议”（小型论文会议）是一个重要的新功能：每个学者 邀请两个学科专家教师除了他们的研究导师和PREP主任三次会议 在他们的第一年学者们准备一份书面提案，与他们的委员会进行一个小时的讨论， 受益于他们自己的科学导师支持网络。项目会议增加了教师 该计划的认识; 62教师准备作为研究导师或顾问的准备学者。 预备社区：学者们每月聚集在一起参加一个两小时的“Chalktalks”活动， 导师（十名代表性不足的少数民族博士生和博士后研究员）练习谈论科学，问 在我们的PREP社区中提出问题并获得建议。学者们还与博士生一起参加各种活动， 一个充满活力的年度博士课程静修会专业培训：学者参与研究伦理 由医学院教授的研讨会，NSF（国家科学基金会）研究生奖学金 研讨会，写作和同行编辑研讨会由PREP主任讲授。个人成长：The 主任和学者创建个人发展计划（IDP），以设定目标和加强特定领域 需要有竞争力才能获得博士学位IDP可以包括研究生水平的课程，实践面试， 研讨会（例如，批判性分析，个人财务，时间管理，沟通）和GRE/MCAT考试 由我们的机构资助。学者们每月与主任单独会面一小时， 和非正式的。该计划将每年由直接反馈和霍普金斯办公室进行评估 评估和评价，包括对21个科学领域的信任度进行前后评估 自我效能（self-efficacy）。成功将被定义为至少75%的PREP学者进入严格的 全国范围内的博士或MD/博士课程，在开始PREP的两年内。 远为92%，两名学者在2018年获得国家科学基金会研究生奖学金。通过 准备优秀的URM学员博士或MD/博士的职业生涯，这个计划正在产生积极的影响， 博士生的多样性和促进在约翰霍普金斯和全国范围内的包容性文化。