The Medical Physician Engineers, Scientists, and Clinicians Preparatory Program [MPESC-Prep]

医学医师工程师、科学家和临床医生预备计划 [MPESC-Prep]

• 批准号: 10618993
• 负责人: David W Clapp
• 金额: $ 16.03万
• 依托单位: INDIANA UNIV-PURDUE UNIV AT INDIANAPOLIS
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-06-01 至 2027-05-31
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10618993
• 关键词: African American; African American population; Awareness; Bioinformatics; Biology; Cardiovascular system; Charge; Clinical; Communities; Development; Discipline; Disease; Doctor of Medicine; Doctor of Philosophy; Educational Curriculum; Engineering; Enrollment; Ensure; Event; Exposure to; Faculty; Fostering; Funding; Future Teacher; Goals; Growth; Health Policy; Heart Diseases; Hematological Disease; Hematology; Hispanic; Individual; Institution; Laboratories; Laboratory Research; Latinx; Leadership; Logic; Lung; Lung diseases; Manuscripts; Measurable; Measures; Mediator; Medical; Medicine; Mentors; Mentorship; Methodology; Methods; Minority; Mission; Modeling; National Heart, Lung, and Blood Institute; Nursing Faculty; Outcome; Output; Patients; Peer Group; Physicians; Population; Postdoctoral Fellow; Prevention; Process; Publications; Reproducibility; Research; Research Ethics; STEM field; Science; Science, Technology, Engineering and Mathematics; Scientist; Self Efficacy; Series; Students; Talents; Training; Training Programs; Training and Education; Trust; United States; United States National Institutes of Health; Universities; Work; career; college; design; experience; high school; implementation evaluation; improved; innovation; insight; interest; meetings; member; minority student; next generation; patient population; peer coaching; programs; racial diversity; recruit; success; summer internship; translational impact; undergraduate education; undergraduate student; university student

ABSTRACT There is broad awareness of the shortage of physician-scientists nationally. However, the lack of racial diversity in the physician-scientist workforce is particularly dire. This deficit has profound consequences that impact scientific innovation, health policy, and leadership. It also negatively impacts the trust afforded to physicians and scientists by diverse patient populations. Fostering diversity of physicians and physician-scientists in the workforce by enhancing undergraduate educational, mentoring, and in-depth research experiences is a stated goal of the NHLBI and this RFA. To respond to this charge, we recently developed a pilot, integrated, longitudinal program to promote the diversity of students and future faculty in biomedical sciences and engineering. The program is known as The Medical Physician Engineers, Scientists, and Clinicians Preparatory program [MPESC-Prep]. We build on and expand our pilot to target three institutions who will partner with us to provide four key components that promote sustained scientific interest and subsequent professional success in diversity undergraduates. These components include: an in-depth research experience, mentoring, community, and curriculum. This program includes identification of a research mentor and laboratory to support the student longitudinally through 2-3 summers in the same research laboratory. The mentors provide professional insights through regular mentoring meetings, and research experiences leading to research presentations and publications. Parallel shadowing experiences with a physician faculty member will provide complementary clinical insights. The focus will consistently be on the professional development of the students pursuing interests in becoming a physician-scientist/engineer. These focused experiences are supplemented by curricular content to provide a framework that is college level appropriate while enhancing their understanding of basic biology, bioinformatics, and research processes. Finally, a series of informal and semiformal events (such as brown bag lunches) with their peer group, MSTP students, and faculty will be provided to further build a sense of community. We will evaluate the implementation of our program to assess the 4 core components of the program guided by a logic model with key inputs, activities, outputs and short- and long-term outcomes. Achieving these outcomes ensures that we inspire, nurture, and train the next generation scientific leaders in the cardiovascular, pulmonary, and hematologic science.

摘要 人们普遍认识到全国缺乏医生和科学家。然而，缺乏种族 医生-科学家劳动力的多样性尤其可怕。这种赤字具有深远的影响， 影响科学创新、卫生政策和领导力。它也对提供给我们的信任产生了负面影响。 医生和科学家的不同患者群体。 通过加强本科生培养医生和医生-科学家的多样性 教育，指导和深入的研究经验是NHLBI和RFA的既定目标。到 为了应对这一指控，我们最近制定了一项试点，综合，纵向计划，以促进多样性 学生和未来的教师在生物医学科学和工程。该计划被称为医疗 医生工程师，科学家和临床医生预备计划[MPESC-Prep]。我们建立并扩展 我们的试点将针对三个机构，他们将与我们合作，提供四个关键组成部分， 持续的科学兴趣和随后的专业成功的多样性本科生。这些 组成部分包括：深入的研究经验，指导，社区和课程。 该计划包括确定一个研究导师和实验室，以支持学生纵向 在同一个研究实验室里度过2-3个夏天。导师通过以下方式提供专业见解： 定期的指导会议和研究经验，导致研究报告和出版物。 与医生教员的平行阴影经验将提供互补的临床见解。 重点将始终放在追求兴趣的学生的专业发展上， 物理学家兼科学家/工程师。这些集中的经验是补充课程内容，以提供 一个适合大学水平的框架，同时提高他们对基础生物学的理解， 生物信息学和研究过程。最后，一系列非正式和半正式的活动（如布朗 袋午餐）与他们的同龄人组，MSTP的学生，和教师将提供进一步建立一种感觉， 社区 我们将评估我们的计划的实施情况，以评估该计划的4个核心组成部分， 通过一个逻辑模型，包括关键投入、活动、产出以及短期和长期成果。实现这些 成果确保我们激励，培养和培养下一代科学领导者， 心血管、肺和血液科学。