Post-baccalaureate Training in Biomedical Research

描述（由申请人提供）：大多数针对来自代表性不足群体的个人的研究培训计划只关注基础科学研究。尽管这些项目至关重要，但它们往往不能在基础科学研究和改善健康状况之间提供激励联系。梅奥大学后学士学位研究教育计划（PREP）的目标是增加选择生物医学研究职业，特别是疾病研究的代表性不足群体的个人数量。该项目既帮助那些有可能成功的人，也帮助那些在职业道路上真正起到关键作用的人。我们的假设是，当来自代表性不足群体的学生清楚地看到这项研究在改善人类健康方面的价值时，他们越来越多地选择以疾病为导向的基础或转化研究职业。梅奥的PREP是成功和成熟的，自从梅奥在1996年在全国率先开展这项计划以来，它一直是机构教育多样性努力的独特基石。梅奥对多元化的持续承诺得到了最高管理层的支持，并在该机构产生了重大的积极变化。梅奥独特的、高度整合的临床和生物医学研究项目为培养科学家学徒的职业目标提供了理想的环境。梅奥的博士研究生院，医学院，MSTP培训网站和住院医师计划是著名的梅奥诊所三级护理中心的一部分。梅奥PREP的持续资助对梅奥校园的多样性产生了积极影响。PREP与梅奥其他正在进行的多元化项目协同工作，包括梅奥的NIH IMSD博士预科项目，URM暑期研究项目，以及梅奥新成立的多元化教育办公室指导的其他机构支持的多元化教育计划。梅奥大学成功的PREP和IMSD项目在夏季本科、临床研究、PREP、博士和医学博士/博士研究领域庆祝URM学生之间的同伴指导和相互支持。这种协同作用对学生的自我效能感、生物医学研究科学家的身份认同和培训路径的阐明至关重要。在前一个资助周期内，PREP的进展，以及从13个PREP学生队列中获得的纵向数据，提供了成功促进研究生培养以获得博士学位的客观证据。在下一个资金周期中，我们将保持我们成功的项目，同时增加项目评估、导师培训和招聘。具体目标：1；每年为梅奥招收9名新的学士学位后的学徒科学家（4年内总共36名），为学生的个性化学术和专业发展提供密集的丰富研究项目。PREP学徒科学家可能会接受一年或两年的培训，这取决于他们的需要。2. 维持梅奥的PREP计划，其中> - 75%的学士后学徒科学家进入博士或医学博士/博士课程，主要对实验室或转化研究感兴趣。3. 丰富梅奥的学士后学徒科学家的技能，成功启动和完成博士学位的重要。梅奥预备课程的每个方面都旨在提高学生的创造力、自我效能感、承诺和作为科学家的目标。该方案提供专门设计的活动，以鼓励学生对与健康差异有关的研究领域的兴趣。4. 改善梅奥大学毕业后的学徒科学家在研究生院及以后的长期联系和持续指导。我们将与梅奥大学nih资助的面向少数族裔博士预科学生的IMSD项目以及梅奥大学多元化教育办公室协同实现这一目标。通过半结构化访谈继续进行内部和外部评估，确保梅奥PREP活动的实用性、可行性、适当性和准确性。

DESCRIPTION (provided by applicant): The majority of research training programs for individuals from underrepresented groups focus only on basic science research. Although critically important, these programs often fail to provide the motivational link between basic science research and improved health. The goal of the Mayo Post-Baccalaureate Research Education Program (PREP) is to increase the number of individuals from underrepresented groups who choose biomedical research careers, especially disease-oriented research. The program assists both those likely to succeed and those for whom the PREP experience may truly be pivotal in their career paths. Our hypothesis is that students from underrepresented groups increasingly choose disease-directed basic or translational research careers when they clearly see the value of this research in improving human health. Mayo's PREP is successful and mature, having been a unique cornerstone of institutional education diversity efforts since Mayo pioneered this program nationally in 1996. Mayo's ongoing commitment to diversity is supported from the highest executive level and has resulted in significant positive changes at the institution. The unique, highly-integrated clinical and biomedical research programs at Mayo provide an ideal environment to foster the career goals of apprentice scientists. Mayo's PhD graduate school, medical school, MSTP training site, and residency program are parts of the famed Mayo Clinic tertiary care center. Sustained funding of the Mayo PREP positively impacts diversity across the Mayo campus. The PREP synergizes with other ongoing Mayo diversity programs, including Mayo's NIH IMSD pre-doctoral program, URM summer research programs, and other institutionally-supported diversity education initiatives directed through Mayo's newly-formed Education Office for Diversity. Mayo's successful PREP and IMSD programs celebrate peer mentoring and mutual support between URM students across the summer undergraduate, clinical research, PREP, PhD, and MD/PhD research spectrum. This synergy is critical for student self-efficacy, identity as biomedical research scientists, and elucidation of the training path. PREP progress during the prior funding cycle, together with longitudinal data derived from 13 cohorts of prior PREP students, provides objective evidence of success in promoting graduate training leading to the PhD degree. During the next funding cycle we will maintain our successful program while increasing program evaluation, mentor training, and recruitment. Specific aims: 1. Recruit to Mayo 9 new post-baccalaureate apprentice scientists each year (total of up to 36 over 4 years) for a program of research with intensive enrichment toward individualized student academic and professional development. PREP apprentice scientists may receive one or two years of training, depending on their needs. 2. Maintain Mayo's PREP program where > 75% of post-baccalaureate apprentice scientists enter PhD or MD/PhD programs with a primary interest in laboratory-based or translational research. 3. Enrich Mayo's post-baccalaureate apprentice scientists with skills important for successful initiation and completion of the PhD degree. Each aspect of the Mayo PREP program is designed to enhance students' creativity, self-efficacy, commitment, and purpose as scientists. The program offers activities specifically designed to encourage student interest in research areas related to health disparities. 4. Improve long-term contact and ongoing mentoring of Mayo post-baccalaureate apprentice scientists through graduate school and beyond. We will achieve this goal in synergy with Mayo's NIH-funded IMSD program for minority pre-doctoral students, and with Mayo's Education Office for Diversity. 5. Continue internal and external evaluation with semi-structured interviews ensuring increased utility, feasibility, propriety, and accuracy of Mayo's PREP activities. PUBLIC HEALTH RELEVANCE: This research education program will provide 1 or 2 years of support and professional skills development for recent college graduates. The goal is to help students from diverse backgrounds (e.g. ethnic/racial minorities, individuals with disabilities, and individuals from disadvantaged backgrounds) to advance to successful biomedical research careers at the PhD level thus contributing to the diversification of the biomedical research workforce.