scholarly journals Supporting Biomedical Research Training for Historically Underrepresented Undergraduates Using Interprofessional, Nonformal Education Structures

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Lisa K. Marriott ◽  
Aaron Raz Link ◽  
Roberto P Anitori ◽  
Ernest A Blackwell ◽  
Andrea Blas ◽  
...  
Keyword(s):  
Training Program ◽  
Undergraduate Students ◽  
Biomedical Research ◽  
Research Training ◽  
Undergraduate Research ◽  
Skills Training ◽  
Research Network ◽  
Research Experience ◽  
Program Support ◽  
Research Training Program

Research experience provides critical training for new biomedical research scientists. Students from underrepresented populations studying science, technology, engineering, and mathematics (STEM) are increasingly recruited into research pathways to diversify STEM fields. However, support structures outside of research settings designed to help these students navigate biomedical research pathways are not always available; nor are program support components outside the context of laboratory technical skills training and formal mentorship well understood. This study leveraged a multi-institutional research training program, Enhancing Cross-Disciplinary Infrastructure and Training at Oregon (EXITO), to explore how nine institutions designed a new curricular structure (Enrichment) to meet a common goal of enhancing undergraduate research training and student success. EXITO undergraduates participated in a comprehensive, 3-year research training program with the Enrichment component offered across nine sites: three universities and six community colleges, highly diverse in size, demographics, and location. Sites’ approaches to supporting students in the training program were studied over a 30-month period. All sites independently created their own nonformal curricular structures, implemented interprofessionally via facilitated peer groups. Site data describing design and implementation were thematically coded to identify essential programmatic components across sites, with student feedback used to triangulate findings. Enrichment offered students time to critically reflect on their interests, experiences, and identities in research; network with peers and professionals; and support negotiation of hidden and implicit curricula. Students reported the low-pressure setting and student-centered curriculum balanced the high demands associated with academics and research. Core curricular themes described Enrichment as fostering a sense of community among students, exposing students to career paths and skills, and supporting development of students’ professional identities. The non-formal, interprofessional curricula enabled students to model diverse biomedical identities and pathways for each other while informing institutional structures to improve diverse undergraduate students’ success in academia and research.

scholarly journals Research Training Program in a Turkish Medical School: Challenges, Barriers and Opportunities from the Perspectives of the Students and Faculty Members

2020 ◽  
Author(s):  
Zeliha Asli Öcek ◽  
Hilal Bati ◽  
Ebru Demirel Sezer ◽  
Ozge Altun Koroglu ◽  
Özlem Yilmaz ◽  
...  
Keyword(s):  
Training Program ◽  
Core Curriculum ◽  
Phenomenological Study ◽  
Research Training ◽  
National Policy ◽  
Medical Schools ◽  
Faculty Members ◽  
Research Experience ◽  
Research Programs ◽  
Research Training Program

Abstract Background: Providing medical students with opportunities for research experience is challenging for medical schools in developing countries. The Research Training Program (RTP), which is carried out in Ege University Faculty of Medicine (EUFM) parallel to the core curriculum, aims to improve the scientific competencies of the highly motivated students and to provide them with the opportunity to conduct a research. The purpose of this project is to evaluate RTP through the perspectives of students and faculty members.Methods: This phenomenological study included two groups; students of RTP and faculty members who contributed to the program. Interviews were conducted with the research group whose selection was determined by maximum variation technique. Interviews with new individuals continued until data saturation was reached. Interpretative data analysis started with close reading of the transcripts and generating a list of codes. Coding by two independently, developing categories and themes were the following steps.Results: Twenty-one RTP students and 14 faculty members were interviewed. The main motivation for students to participate was the desire to learn how to do research. The introduction course providing the students with the basic competencies needs to be improved in terms of practical activities. It was reported that during the project process students needed intensive guidance especially in finding a research topic and a mentor. The students' lack of time, deficit of enough mentoring and the fact that conducting a research does not provide a competitive advantage for residency are important obstacles to the completion of the program. The most frequently mentioned achievement of the students is to learn all the stages of the research as well as getting acquainted with critical thinking.Conclusions: This research showed that it was realistic to implement research programs for highly motivated students in medical schools with conditions like those in EUFM. The solution of mentor shortage emerged in this study is dependent on the adoption of student research as a national policy. Getting acquainted with the interrogative thinking style, conducting research, and making lifelong learning a core value are more important outcomes of research programs than the number of completed projects.

Outcomes from a research experience for undergraduates (REU) program focused on behavioral research with real-world implications

2018 ◽  
Vol 62 (1) ◽  
pp. 1156-1156
Author(s):  
Patricia R. DeLucia ◽  
Jeong-Hee Kim ◽  
Ngan Nguyen ◽  
Eugene W. Wang ◽  
James Yang
Keyword(s):  
Training Program ◽  
Real World ◽  
Research Training ◽  
Undergraduate Research ◽  
Human Robot Interaction ◽  
Research Experience ◽  
Structured Interviews ◽  
Research Skills ◽  
Research Experiences ◽  
National Science Foundation Research

The current study examined a National Science Foundation Research Experience for Undergraduates (REU) Site which provided research training to eight female undergraduates. Although it is well known that undergraduate research experiences benefit students and help them pursue careers in science (e.g., Eagan et al., 2011; Taraban & Logue, 2012; Willis et al., 2013), it is important for students to recognize the association between their research and real-world issues (ASHA, 2015; Rhoten & Pfirman, 2007). Human Factors/Ergonomics provides rich opportunities to enhance research experiences for undergraduates. In the current study, students conducted research focused on real-world implications with topics such as driving, human-robot interaction, and relationships. Qualitative and quantitative analyses were performed to assess the effectiveness of the training. Measures included students’ ratings on the Undergraduate Research Questionnaire and the Kardash Ratings of Interns’ Research Skills; diaries of training experiences, and semi-structured interviews. Students and their faculty mentors perceived improvements in the students’ research skills after the completion of the training program. In addition, the students described positive experiences from the training and thought they gained preparation for their careers. The strengths and weakness of the training program that were identified by the students will be useful to improve REUs that are conducted in the future. In conclusion, consistent with prior research, undergraduate research training (or experience) focused on real-world applications was effective.

scholarly journals Research training program in a Turkish medical school: challenges, barriers and opportunities from the perspectives of the students and faculty members

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Zeliha Öcek ◽  
Hilal Batı ◽  
Ebru Demirel Sezer ◽  
Özge Altun Köroğlu ◽  
Özlem Yılmaz ◽  
...  
Keyword(s):  
Training Program ◽  
Core Curriculum ◽  
Phenomenological Study ◽  
Research Training ◽  
National Policy ◽  
Medical Schools ◽  
Faculty Members ◽  
Research Experience ◽  
Research Programs ◽  
Research Training Program

Abstract Background Providing medical students with opportunities for research experience is challenging for medical schools in developing countries. The Research Training Program (RTP), which is carried out in Ege University Faculty of Medicine (EUFM) parallel to the core curriculum, aims to improve the scientific competencies of the highly motivated students and to provide them with the opportunity to conduct a research. The purpose of this project is to evaluate RTP through the perspectives of students and faculty members. Methods This phenomenological study included two groups; students of RTP and faculty members who contributed to the program. Interviews were conducted with the research group whose selection was determined by maximum variation technique. Interviews with new individuals continued until data saturation was reached. Interpretative data analysis started with close reading of the transcripts and generating a list of codes. Coding by two independently, developing categories and themes were the following steps. Results Twenty-one RTP students and 14 faculty members were interviewed. The main motivation for students to participate was the desire to learn how to do research. The introduction course providing the students with the basic competencies needs to be improved in terms of practical activities. It was reported that during the project process students needed intensive guidance especially in finding a research topic and a mentor. The students’ lack of time, deficit of enough mentoring and the fact that conducting a research does not provide a competitive advantage for residency are important obstacles to the completion of the program. The most frequently mentioned achievement of the students is to learn all the stages of the research as well as getting acquainted with critical thinking. Conclusions This research showed that it was realistic to implement research programs for highly motivated students in medical schools with conditions like those in EUFM. The solution of mentor shortage emerged in this study is dependent on the adoption of student research as a national policy. Getting acquainted with the interrogative thinking style, conducting research, and making lifelong learning a core value are more important outcomes of research programs than the number of completed projects.

scholarly journals Research Training Program in a Turkish Medical School: Challenges, Barriers and Opportunities from the Perspectives of the Students and Faculty Members

2020 ◽  
Author(s):  
Zeliha Asli Öcek ◽  
Hilal Bati ◽  
Ebru Demirel Sezer ◽  
Özge Altun Köroğlu ◽  
Özlem Yilmaz ◽  
...  
Keyword(s):  
Training Program ◽  
Core Curriculum ◽  
Phenomenological Study ◽  
Research Training ◽  
National Policy ◽  
Medical Schools ◽  
Faculty Members ◽  
Research Experience ◽  
Research Programs ◽  
Research Training Program

Abstract Background: Providing medical students with opportunities for research experience is challenging for medical schools in developing countries. The Research Training Program (RTP), which is carried out in Ege University Faculty of Medicine (EUFM) parallel to the core curriculum, aims to improve the scientific competencies of the highly motivated students and to provide them with the opportunity to conduct a research. The purpose of this project is to evaluate RTP through the perspectives of students and faculty members. Methods: This phenomenological study included two groups; students of RTP and faculty members who contributed to the program. In-depth interviews were conducted with the research group whose selection was determined by maximum variation technique. Interviews with new individuals continued until data saturation was reached. The data was analysed independently by two researchers using the code list created, and then the themes and theme categories that combined the codes were determined. Results: Twenty-one RTP students and 14 faculty members were interviewed. The main motivation for students to participate was the desire to learn how to do research. The introduction course providing the students with the basic competencies needs to be improved in terms of practical activities. It was reported that during the project process students needed intensive guidance especially in finding a research topic and a mentor. The students' lack of time, deficit of enough mentoring and the fact that conducting a research does not provide a competitive advantage for residency are important obstacles to the completion of the program. The most frequently mentioned achievement of the students is to learn all the stages of the research as well as getting acquainted with critical thinking. Conclusions: This research showed that it was realistic to implement research programs for highly motivated students in medical schools with conditions like those in EUFM. The solution of mentor shortage emerged in this study is dependent on the adoption of student research as a national policy. Getting acquainted with the interrogative thinking style, conducting research and making lifelong learning a core value are more important outcomes of research programs than the number of completed projects.

scholarly journals Influences on Faculty Willingness to Mentor Undergraduate Students from Another University as Part of an Interinstitutional Research Training Program

2016 ◽  
Vol 15 (3) ◽  
pp. ar35 ◽  
Author(s):  
Danielle X. Morales ◽  
Sara E. Grineski ◽  
Timothy W. Collins
Keyword(s):  
Undergraduate Students ◽  
Training Programs ◽  
Research Training ◽  
Undergraduate Research ◽  
The United States ◽  
Career Stage ◽  
Research Experiences ◽  
Willingness To Serve ◽  
Research Training Program ◽  
Primary Institutions

In 2014, the National Institutes of Health invested $31 million in 10 primary institutions across the United States through the Building Undergraduate Infrastructure Leading to Diversity (BUILD) program; one requirement of BUILD is sending undergraduate trainees from those primary institutions to partner institutions for research experiences. Mechanisms like BUILD are designed to broaden research opportunities for students, especially those from underrepresented backgrounds. However, to our knowledge, no studies have examined faculty willingness to mentor undergraduates from other institutions through structured training programs. Survey data from 536 faculty members at 13 institutions were collected in Fall 2013 and analyzed using multiple statistical techniques. Results show that faculty who valued the opportunity to increase diversity in the academy and those who believed that mentoring undergraduates benefited their own research expressed greater willingness to serve as research mentors to visiting undergraduates, and faculty who perceived that they did not have the ability to accommodate additional students expressed less willingness to do so. Most respondents viewed student and faculty incentives as motivating factors in their willingness to mentor, but their perspectives on different types of incentives varied based on faculty career stage, discipline, and research funding status. Results have important implications for designing multi-institutional undergraduate research training programs.

scholarly journals On The Development Of An Undergraduate Research Training Program In Geophysics

2020 ◽  
Author(s):  
Mark Kithcart ◽  
Legunchim Emmanwori ◽  
G. Van Ness Burbach ◽  
Dominic Clemence ◽  
Caesar Jackson ◽  
...  
Keyword(s):  
Training Program ◽  
Research Training ◽  
Undergraduate Research ◽  
Research Training Program

scholarly journals Collaborative Approaches to Undergraduate Research Training: Information Literacy and Data Management

2014 ◽  
Vol 15 (2) ◽  
pp. 368-389 ◽  
Author(s):  
Hailey Mooney ◽  
W. Aaron Collie ◽  
Shawn Nicholson ◽  
Marya R. Sosulski
Keyword(s):  
Data Management ◽  
Undergraduate Students ◽  
Research Training ◽  
Undergraduate Research ◽  
Meaningful Work ◽  
Holistic Approach ◽  
Research Data ◽  
Research Experience ◽  
Research Data Management ◽  
Faculty Mentors

The undergraduate research experience (URE) provides an opportunity for students to engage in meaningful work with faculty mentors on research projects. An increasingly important component of scholarly research is the application of research data management best practices, yet this often falls out of the scope of URE programs. This article presents a case study of faculty and librarian collaboration in the integration of a library and research data management curriculum into a social work URE research team. Discussion includes reflections on the content and learning outcomes, benefits of a holistic approach to introducing undergraduate students to research practice, and challenges of scale.

scholarly journals Disparities Elimination Summer Research Experience (DESRE): An Intensive Summer Research Training Program to Promote Diversity in the Biomedical Research Workforce

2020 ◽  
Vol 30 (1) ◽  
pp. 47-54
Author(s):  
K. Bryant Smalley ◽  
Jacob C. Warren
Keyword(s):  
Health Disparities ◽  
Training Program ◽  
Health Equity ◽  
Biomedical Research ◽  
Graduate Program ◽  
Research Training ◽  
Minority Group ◽  
Full Time ◽  
Hands On ◽  
Research Training Program

The Disparities Elimination Summer Re­search Experience (DESRE) was created to provide hands-on health equity research training opportunities to undergraduate and graduate students, particularly those from backgrounds underrepresented in bio­medical research. Funded by NIH’s National Institute on Minority Health and Health Dis­parities, a total of 22 students participated in 4 annual cycles of an intensive, 6-week, full-time, residential research training program consisting of didactics, community immer­sion experiences, peer mentoring, ethics training, and hands-on health disparities research. Demand for the program was high; by the 4th year of implementation, more than 500 applications were received for the cohort’s six slots. More than half of DESRE participants came from minority-serving institutions and/or identified as a member of a minority group. Students reported a significant increase in self-reported compe­tency across all of the program’s 26 learning objectives from pre- to post-assessment. Further, the program had a 77% success rate in promoting a career in biomedical research and/or health disparities elimina­tion, including 100% of minority participants either entering a graduate program and/or entering careers focused on health equity. Key success factors and lessons learned are discussed. Ethn Dis.2020;30(1):47-54; doi:10.18865/ed.30.1.47

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