Post-baccalaureate Training in Biomedical Research

生物医学研究学士后培训

• 批准号: 10612397
• 负责人: Luis Lujan
• 金额: $ 30.98万
• 依托单位: MAYO CLINIC ROCHESTER
• 依托单位国家: 美国
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-07-01 至 2025-04-30
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10612397
• 关键词: Academia; Accountability; Address; Adopted; Advisory Committees; Assessment tool; Basic Science; Biomedical Research; Career Choice; Climacteric; Clinic; Critical Thinking; Data; Development; Development Plans; Disabled Persons; Disparity population; Doctor of Philosophy; Doctor' s Degree; Educational Activities; Educational Curriculum; Educational process of instructing; Elements; Ensure; Environment; Ethnic Origin; Exposure to; Faculty; Fostering; Funding; Goals; Health; High School Student; Individual; Industry; Institution; Laboratories; Laws; Leadership; Mentors; Mentorship; Outcome; Pathway interactions; Personality; Postbaccalaureate; Program Evaluation; Research; Resources; Science; Science Policy; Self Assessment; Structure; Students; Surveys; Training; Training Programs; Translational Research; Underrepresented Minority; Underrepresented Populations; Underrepresented Students; Work; Writing; bridge program; career; career networking; cohort; college; disadvantaged background; education planning; education research; experience; follow-up; graduate school; graduate student; high school; improved; innovation; junior high school; leadership development; matriculation; meetings; member; patient population; programs; racial minority; recruit; skill acquisition; skills; social; success; symposium; tool; translational research program; tutoring; undergraduate research

The goal of the Mayo Clinic Post-Baccalaureate Research Education Program (PREP) is to increase the number of individuals from underrepresented groups who choose biomedical research careers. We are motivated by the concept that a diverse research environment fosters more innovative research than a homogeneous environment. Many training programs seek to enhance the diversity of the biomedical research workforce. However, few of these programs emphasize the translational research linkage between basic science and improved health. Biomedical research training programs for diverse students often fail to emphasize practical development of the leadership skills actually required for successful careers in biomedical research. The Mayo Clinic Post-Baccalaureate Research Education Program (PREP) bridges these two gaps by preparing learners from underrepresented (UR) groups for successful matriculation and completion of research-intensive biomedical science PhD programs. During the next funding cycle, we will maintain the 22-year success of our program while increasing recruitment of UR students, improving mentorship experiences, and providing leadership skills. Indeed, 22 years of experience have guided the optimization of these elements. Specific aims: Aim 1. Recruit and retain UR learners (nine total per year) into basic science or translational research programs at Mayo Clinic while achieving a 75% matriculation rate into PhD or MD-PhD programs. Since its origin in 2006, the Mayo PREP has recruited and trained 63 post-baccalaureate UR learners. Forty-three (68%) matriculated into competitive PhD or MD-PhD programs. Of those students, 95% successfully completed a doctoral degree or are on track to do so. We will continue to recruit and train learners through our proven curriculum with its focus on intensive enrichment activities toward individualized academic and professional development. We will maintain objective program evaluation by leveraging self- assessment tools and surveys such as the Undergraduate Research Student Self-Assessment. We will use pre-entrance surveys to identify the needs of each learner and craft an appropriate plan to ensure timely learner success. We will provide access to tutors and will encourage participation in Mayo Clinic’s institutional resource groups (MERG) to assist in learner retention. We will facilitate networking by weekly structured meetings and quarterly meetings in a social setting with graduate students and faculty from UR groups. We hypothesize that these tactics will continue to be effective in increasing the number of UR learners entering PhD programs. Aim 2. Develop a pathway that cultivates successful long-term mentor-mentee relationships to facilitate successful research careers. Individual development plans (IDPs) have been used to identify gaps in research experiences and develop strategies for addressing these gaps. However, IDPs can be inadequate if not accompanied by diligent follow-up with accountability and adjustments in a changing research environment. We will therefore implement Post-baccalaureate Advisory Committees (PACs). Each PAC will involve the research mentor, program director, and at least one UR faculty member. The PAC will develop an individualized plan for launching the learner into a successful career. The PAC will identify and discuss career goals, analyze experience gaps, plan educational activities, verify career milestones, and propose approaches for addressing professional needs. This structure will emulate a graduate student thesis advisory committee. We hypothesize that PACs will lead to improved long-term mentor-mentee relationships that will facilitate (greater than 90%) retention of former PREP PhD graduates in biomedical sciences research. Aim 3. Create a platform for developing critical thinking and leadership skills outside of the classroom and laboratory setting. In 2016 the Mayo Clinic PREP pioneered its biennial Scientific Innovations Through Diverse Perspectives (SITDP) conference, completely organized by students to promote development of practical leadership skills not taught in the classroom or laboratory. The pilot was so successful that it has now been adopted by multiple institutions. We will continue to develop this successful platform that develops teamwork, teaching learners to work together with diverse individuals who have different objectives, points of view, and personalities. This platform provides opportunities to broaden professional networks, and discuss career paths with leaders in academia, industry, law, science policy, science writing, and other fields. We will also encourage learners to participate in Mayo Graduate School’s entrepreneurial course involving individuals from different academic, cultural, and ethnic backgrounds to develop a product that can be used to change the life of a patient population. We hypothesize that exposure to these opportunities will lead to the development of critical skills for becoming leaders in the biomedical sciences.

梅奥诊所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人数来自代表性不足的群体。 我们的动力来自于这样一个概念，即多样化的研究环境可以促进更多的创新研究 而不是一个同质的环境。许多培训计划寻求增强生物医学的多样性 研究人员。然而，这些项目中很少有人强调翻译研究之间的联系 基础科学和改善健康。针对不同学生的生物医学研究培训计划往往无法 强调实际发展成功的职业生涯所需的领导技能 生物医学研究。梅奥诊所毕业后研究教育计划(PREP)的桥梁 这两个差距是通过让来自代表不足(UR)群体的学习者为成功的入学做好准备和 完成研究密集型生物医学博士学位课程。在下一个资金周期中，我们将 保持我们项目22年的成功，同时增加UR学生的招生，提高 指导经验，并提供领导技能。事实上，22年的经验指导了 这些要素的优化。 具体目标： 目标1.招募和留住UR学习者(每年共9名)进入基础科学或翻译专业 梅奥诊所的研究项目，同时实现了75%的博士或医学博士录取率 程序。自2006年成立以来，梅奥预科已经招募和培训了63名毕业后的大学毕业生 学习者。43人(68%)被竞争激烈的博士或医学博士学位录取。在这些学生中， 95%的人成功完成了博士学位或即将完成博士学位。我们将继续招募和培训 通过我们久经考验的课程，学习者将重点放在密集的丰富活动上，走向个性化 学术和职业发展。我们将通过利用自我评估来保持客观的计划评估 评估工具和调查，如本科生研究型学生自我评估。我们将使用 入学前调查，以确定每个学员的需求并制定适当的计划，以确保及时 学习者的成功。我们将提供辅导，并将鼓励参与梅奥诊所的 机构资源小组(MERG)，以帮助留住学习者。我们将以每周为单位提供网络服务 在社交环境中与密歇根大学的研究生和教职员工举行有组织的会议和季度会议 组。我们假设，这些策略将继续有效地增加UR的数量 进入博士课程的学员。 目标2.开发一条培养成功的长期辅导者关系的途径 促进成功的研究事业。个人发展计划(IDP)被用来确定 研究经验方面的差距，并制定弥补这些差距的战略。然而，国内流离失所者可以是 如果没有勤奋的后续行动，并在不断变化的情况下进行问责和调整，也是不够的 研究环境。因此，我们将实施毕业后咨询委员会(PAC)。每个人 PAC将包括研究导师、项目主任和至少一名UR教职员工。政府账目委员会会 制定个性化计划，引导学员迈向成功的职业生涯。政府账目委员会将会确定及 讨论职业目标，分析经验差距，计划教育活动，验证职业里程碑，以及 提出解决专业需求的方法。这个结构将模仿一个研究生 论文咨询委员会。我们假设，政治行动委员会将改善长期辅导者 有助于留住(90%以上)生物医学专业前预科博士毕业生的关系 科学研究。 目标3.为培养批判性思维和领导能力创造一个平台 教室和实验室环境。2016年，梅奥诊所的预备工作开创了两年一度的科学 通过不同视角实现创新(SITDP)会议，完全由学生组织 促进课堂或实验室没有教授的实用领导技能的发展。飞行员是 它是如此成功，以至于现在已经被多家机构采用。我们将继续发展这一点。 发展团队合作的成功平台，教学习者与不同的个人合作 有不同的目标、观点和个性。这个平台提供了扩展的机会 职业关系网，并与学术界、工业界、法律、科学政策、 理科写作等领域。我们还将鼓励学员参加梅奥研究生院的 不同学术、文化和种族背景的人参加的创业课程 开发一种可以用来改变患者群体生活的产品。我们假设暴露在 这些机会将导致关键技能的发展，成为生物医学领域的领导者 科学。

项目成果

Adolescent mental health education InSciEd Out: a case study of an alternative middle school population.

• DOI: 10.1186/s12967-018-1459-x
• 发表时间: 2018-04-03
• 期刊: Journal of translational medicine
• 影响因子: 7.4
• 作者: Yang J;Lopez Cervera R;Tye SJ;Ekker SC;Pierret C
• 通讯作者: Pierret C

7T MR Thermometry technique for validation of system-predicted SAR with a home-built radiofrequency wrist coil.

• DOI: 10.1002/mp.14641
• 发表时间: 2021-03
• 期刊: Medical physics
• 影响因子: 3.8
• 作者: Fagan AJ;Jacobs PS;Hulshizer TC;Rossman PJ;Frick MA;Amrami KK;Felmlee JP
• 通讯作者: Felmlee JP

Nonantibiotic Effects of Fluoroquinolones in Mammalian Cells.

• DOI: 10.1074/jbc.m115.671222
• 发表时间: 2015-09-04
• 期刊: The Journal of biological chemistry
• 作者: Badal S;Her YF;Maher LJ 3rd
• 通讯作者: Maher LJ 3rd

The effect of frequency (64-498 MHz) on specific absorption rate adjacent to metallic orthopedic screws in MRI: A numerical simulation study.

频率 (64-498 MHz) 对 MRI 中金属骨科螺钉附近特定吸收率的影响：数值模拟研究。

• DOI: 10.1002/mp.16902
• 发表时间: 2024
• 期刊: Medical physics
• 影响因子: 3.8
• 作者: Jacobs,Paul;Fagan,AndrewJ
• 通讯作者: Fagan,AndrewJ

Basal and antigen-induced exposure of the proline-rich sequence in CD3ε.

• DOI: 10.4049/jimmunol.1003225
• 发表时间: 2011-02-15
• 期刊: Journal of immunology (Baltimore, Md. : 1950)
• 作者: de la Cruz J;Kruger T;Parks CA;Silge RL;van Oers NS;Luescher IF;Schrum AG;Gil D
• 通讯作者: Gil D