Beginning and Early Stage Translational (BEST) Researchers

摘要 农村和黑人、土著人或有色人种的健康结果存在显著差异（BIPOC） 美国人造成这些结果的一个原因是翻译研究人员缺乏多样性。到 加强翻译科学的劳动力，我们已经制定了一个夏季的研究经验， 代表性不足的本科学者谁以前完成了一个短期计划，使他们接触到 医疗保健职业。因为爱荷华州的大学有各种各样的研究发生在整个 转化范围、广泛的资源以及作为农村唯一学术医疗中心的独特作用 我们为这次培训提供了一个理想的场所。我们计划的目标是提供1）增强的短- 翻译科学的长期培训，2）指导代表性不足的未来翻译科学家，以及3） 与临床和转化科学相关的重点教育课程。为了实现这些目标，我们 为初级和早期翻译（BEST）研究人员提供体验式教育机会， 将学生嵌入到进行转化研究的团队中。此外，学者们还将参与 教育经验，为他们提供基本的工具，以取得成功的职业生涯， 转化科学这将包括与生物伦理学有关的研讨会和活动，接受指导， 健康和弹性，沟通技巧，自我和他人的宣传，应用和面试技巧， 负责任地开展研究、数据管理和分析以及社区参与性研究。我们 将利用斯坦顿-萨拉查社会资本框架，帮助学者与 资源和支持，以促进他们在教育系统。此外，我们的教育课程将 基于落后的课程设计框架。这个框架确保了我们每一次会议的目标 明确界定，活动旨在支持这些目标。在评价方案中， 爱荷华州大学的临床和转化科学研究所将监督我们 实现我们的目标，并不断提高质量。我们还将评估短期和长期 该计划的学者在几个领域的进展，包括提高领域技能，继续 参与研究，录取研究生和专业课程，并提交和接受 摘要和手稿。总之，我们的计划将具有重大价值，它将导致 提高下一代翻译研究人员的多样性，这将最终有助于我们 努力减少农村和BIPOC人口的健康差距。

ABSTRACT Significant disparities exist in health outcomes for rural and Black, Indigenous or people of color (BIPOC) Americans. A contributing cause to these outcomes is the lack of diversity in translational researchers. To enhance the translational science workforce, we have developed a summer research experience for underrepresented undergraduate scholars who have previously completed a short program exposing them to healthcare careers. Because the University of Iowa has a wide variety of research occurring across the translational spectrum, extensive resources, and a unique role as the only academic medical center in a rural state, we provide an ideal location for this training. The goals of our program are to provide 1) enhanced short- term training in translational science, 2) mentoring of underrepresented future translational scientists, and 3) focused education sessions related to clinical and translational science. To accomplish these goals, our experiential educational opportunity for Beginning and Early Stage Translational (BEST) Researchers will embed students in teams conducting translational research. Additionally, scholars will also participate in educational experiences to provide them with foundational tools to progress to successful careers in translational science. This will include seminars and activities related to bioethics, receiving mentorship, wellness and resiliency, communication skills, advocacy for self-and others, application and interview tips, responsible conduct of research, data management and analysis, and community participatory research. We will utilize the Stanton-Salazar Social Capital Framework for helping scholars build strong relationships with resources and support to advance them in the educational system. Further, our educational sessions will be based on the backward curriculum design framework. This framework ensures that our goals for each session are clearly delineated, and the activities are designed to support these goals. The Evaluation Program in the Institute for Clinical and Translational Science at the University of Iowa will provide oversight that we are achieving our goals and have continuous quality improvement. We will also evaluate the short and long-term progress of the program’s scholars across several domains including improved domain skills, continued participation in research, admission to graduate and professional programs, and submission and acceptance of abstracts and manuscripts. In summary, there will be significant value in our program, and it will result in improving diversity in the next generation of translational researchers which will ultimately contribute to our efforts to reduce health disparities for rural and BIPOC populations.