Post-baccalaureate Training in Biomedical Research

马约诊所学士后研究教育计划（PREP）的目标是增加 选择生物医学研究职业的人数。 我们的动机是一个多元化的研究环境促进更多的创新研究的概念 而不是一个同质的环境。许多培训项目旨在提高生物医学领域的多样性， 研究人员。然而，这些计划很少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失败， 强调实际发展成功职业所需的领导技能， 生物医学研究马约诊所学士后研究教育计划（PREP）的桥梁 通过帮助代表性不足群体的学生成功入学， 完成研究密集型生物医学科学博士课程。在下一个融资周期，我们将 保持我们计划22年的成功，同时增加UR学生的招聘，提高 导师经验，并提供领导技能。事实上，22年的经验指导了 优化这些要素。 具体目标： 目标1。招募和保留UR学习者（每年共9名）进入基础科学或翻译 在马约诊所的研究项目，同时达到75%的入学率进入博士或MD-PhD 程序.自2006年成立以来，马约PREP已招募和培训了63名大学毕业生 学习者四十三（68%）录取到竞争激烈的博士或MD-PhD课程。在这些学生中， 95%的人成功地完成了博士学位或正在顺利完成。我们会继续招募和训练 学习者通过我们经过验证的课程，其重点是强化活动，以个性化 学术和专业发展。我们将保持客观的程序评估，利用自我- 评估工具和调查，如本科研究生自我评估。我们将使用 入学前调查，以确定每个学习者的需求，并制定适当的计划，以确保及时 学习者的成功我们将提供导师，并鼓励参与马约诊所的 机构资源小组（MERG），以协助学生保留。我们将促进网络每周 结构化会议和季度会议在社会环境与研究生和教师从UR 组我们假设这些策略将继续有效地增加UR的数量 学生进入PhD课程。 目标二。制定一条培养成功的长期导师-学员关系的途径， 促进成功的研究事业。个人发展计划被用来确定 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 如果不伴之以勤勉的后续行动，并在不断变化的 研究环境。因此，我们将设立学士后咨询委员会。每个 PAC将涉及研究导师，项目主任和至少一名UR教职员工。PAC将 制定个性化的计划，让学习者进入成功的职业生涯。委员会将确定和 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， 提出解决专业需求的方法。这个结构将模拟一个研究生 论文咨询委员会我们假设，PAC将导致改善长期导师-学员 关系，这将有助于（超过90%）保留前PREP博士毕业生在生物医学 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，马约诊所PREP开创了其两年一度的科学 通过不同的视角创新（SITDP）会议，完全由学生组织， 促进在课堂或实验室中没有教授的实际领导技能的发展。飞行员 它是如此的成功，以至于现在已经被多家机构采用。我们将继续开发这一 成功的平台，发展团队合作，教学习者与不同的人一起工作， 有不同的目标、观点和个性。这个平台提供了扩大 专业网络，并与学术界，工业，法律，科学政策， 科学写作和其他领域。我们还将鼓励学习者参加马约研究生院的 创业课程涉及来自不同学术，文化和种族背景的个人， 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 这些机会将促进成为生物医学领域领导者的关键技能的发展 以理工科为重

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.