scholarly journals Comparisons and Approaches of PREP Programs at Different Stages of Maturity: Challenges, Best Practices and Benefits

2020 ◽  
Vol 30 (1) ◽  
pp. 55-64
Author(s):  
Nancy B. Schwartz ◽  
Laurie E. Risner ◽  
Miriam Domowicz ◽  
Victoria H. Freedman
Keyword(s):  
Learning Style ◽  
Graduate School ◽  
Research Training ◽  
Early Stage ◽  
Biomedical Science ◽  
Research Experience ◽  
Perfect Model ◽  
Science Community ◽  
Baccalaureate Graduates ◽  
Phd Program

Programs (PREP) are designed to provide research training and educational oppor­tunities for recent baccalaureate graduates from targeted groups defined by NIH who would benefit by academic enhancements between the completion of undergraduate studies and admission to a PhD program. These programs offer exposure to the biomedical science community in a way that helps post-undergraduate individu­als visualize future careers as well-trained, enthusiastic leaders in biomedical research who represent and will promote diversity in science. Specifically, PREPs provide the preparation and skills required for en­trance into, and successful completion of, a PhD program via in-depth exposure to a research setting, which helps to refine the post-undergraduate’s research interests, assists in providing a realistic understand­ing of the end results one can expect from research, and offers a forum for discussion with lab peers and mentors about possible career paths. Beyond the lab, PREPs offer programmatic activities to develop ana­lytical, writing, and oral presentation skills necessary for a competitive graduate school application and success in graduate school thereafter. Individual mentoring increases the post-undergraduate’s confidence and familiarity with members of the research community, so that pursuit of a PhD be­comes a realistic and less-intimidating path. Interventions and developmental activities are matched to the background preparation, research experience, and learning style of each post-undergraduate. As with all train­ing programs, there is no perfect model and each program must fit in and adapt to their respective institutional environments and cultures. Thus, in this article, we provide perspectives and approaches developed by a long-standing program in existence almost since the beginning of the PREP program along with one PREP at an early stage of maturity, having just been through one renewal. Ethn Dis. 2020;30(1):55-64; doi:10.18865/ed.30.1.55

scholarly journals A model for training undergraduate students in collaborative science

FACETS ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 818-829 ◽  
Author(s):  
Nora J. Casson ◽  
Colin J. Whitfield ◽  
Helen M. Baulch ◽  
Sheryl Mills ◽  
Rebecca L. North ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Graduate School ◽  
Early Stage ◽  
Undergraduate Research ◽  
Learning Objectives ◽  
Research Experience ◽  
Faculty Advisors ◽  
Scientific Disciplines ◽  
Wide Range ◽  
Collaborative Skills

Engagement of undergraduate students in research has been demonstrated to correlate with improved academic performance and retention. Research experience confers many benefits on participants, particularly foundational skills necessary for graduate school and careers in scientific disciplines. Undergraduate curricula often do not adequately develop collaborative skills that are becoming increasingly useful in many workplaces and research settings. Here, we describe a pilot program that engages undergraduates in research and incorporates learning objectives designed to develop and enhance collaborative techniques and skills in team science that are not typical outcomes of the undergraduate research experience. We conducted a collaborative science project that engaged faculty advisors and upper year undergraduates at four institutions and conducted a review to assess the program’s efficacy. Students developed a broad suite of competencies related to collaborative science, above and beyond the experience of completing individual projects. This model also affords distinct advantages to faculty advisors, including the capacity of the network to collect and synthesize data from different regions. The model for training students to conduct collaborative science at an early stage of their career is scalable and adaptable to a wide range of fields. We provide recommendations for refining and implementing this model in other contexts.

scholarly journals The Impact of Grantsmanship Self-Efficacy on Early Stage Investigators of The National Research Mentoring Network Steps Toward Academic Research (NRMN STAR )

2020 ◽  
Vol 30 (1) ◽  
pp. 75-82
Author(s):  
Roland J. Thorpe, Jr ◽  
Jamboor K. Vishwanatha ◽  
Eileen M. Harwood ◽  
Edward L. Krug ◽  
Thad Unold ◽  
...  
Keyword(s):  
Self Efficacy ◽  
Research Training ◽  
Early Stage ◽  
Academic Research ◽  
Change Score ◽  
Grant Writing ◽  
Research Assessment ◽  
Research Experience ◽  
Postdoctoral Training ◽  
The Impact

The NRMN STAR program was created to address the persistent underrepresenta­tion in grant submissions and receipt of National Institutes of Health (NIH) awards by racial/ethnic minority groups. In our current study, we assessed program impact on trainees’ self-efficacy related to grant writing. The program was conducted with two cohorts: one in June 2014 and one in June 2015. We used a 19-item grant writing self-efficacy scale drawn from the 88-item Clinical Research Assessment Inventory of three domains (conceptualizing, designing, and funding a study) to predict whether self-efficacy influences researchers’ grant submissions. Trainees were assessed prior to and following program completion with subsequent assessments at 6 and 12 months beyond participation. The majority of trainees were Black (62%), female (62%), and had obtained a PhD (90%). More than half (52%) were assistant professors and 57% had none or <1 year of research experience beyond postdoctoral training. However, 24% of trainees reported no postdoctoral research training. NRMN STAR trainees’ self-efficacy significantly improved on all three domains exhibiting a 2.0-point mean change score on two domains (conceptualizing and design) and 3.7 point mean change score on the domain, funding a study. Findings suggest that NRMN’s STAR provides impactful, confidence-building training for diverse, early stage investigators with little-to-no skills, experiences, or low self-efficacy in writing research grants. Ethn Dis. 2020;30(1):75-82; doi:10.18865/ed.30.1.75 

scholarly journals An emergency care research course for healthcare career preparation

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Karen F. Miller ◽  
Rishub K. Das ◽  
Ciera D. Majors ◽  
Hadassah H. Paz ◽  
Ayana N. Robinson ◽  
...  
Keyword(s):  
University Students ◽  
Clinical Research ◽  
Emergency Care ◽  
Tertiary Care ◽  
Unmet Need ◽  
Independent Study ◽  
Course Evaluations ◽  
Biomedical Science ◽  
Research Experience ◽  
Care Research

Abstract Background University students have limited opportunities to gain healthcare clinical exposure within an academic curriculum. Furthermore, traditional pre-medical clinical experiences like shadowing lack active learning components. This may make it difficult for students to make an informed decision about pursuing biomedical professions. An academic university level research course with bedside experience provides students direct clinical participation in the healthcare setting. Methods Described is a research immersion course for senior university students (3rd to 5th year) interested in healthcare and reported study enrollment with final course evaluations. The setting was an adult, academic, urban, level 1 trauma center emergency department (ED) within a tertiary-care, 1000-bed, medical center. Our course, “Immersion in Emergency Care Research”, was offered as a university senior level class delivered consecutively over 16-weeks for students interested in healthcare careers. Faculty and staff from the Department of Emergency Medicine provided a classroom lecture program and extensive bedside, hands-on clinical research experience. Students enrolled patients in a survey study requiring informed consent, interviews, data abstraction and data entry. Additionally, they were required to write and present a mock emergency care research proposal inspired by their clinical experience. The course evaluations from students’ ordinal rankings and blinded text responses report possible career impact. Results Thirty-two students, completed the 16-week, 6–9 h per week, course from August to December in 1 of 4 years (2016 to 2019). Collectively, students enrolled 759 ED patients in the 4 survey studies and reported increased confidence in the clinical research process as each week progressed. Ranked evaluations were extremely positive, with many students describing how the course significantly impacted their career pathways and addressed an unmet need in biomedical education. Six students continued the research experience from the course through independent study using the survey data to develop 3 manuscripts for submission to peer-reviewed journals. Conclusions A bedside emergency care research course for students with pre-healthcare career aspirations can successfully provide early exposure to patients and emergency care, allow direct experience with clinical bedside research, research data collection, and may impact biomedical science career choices.

scholarly journals Dietary Nitrite: from menace to marvel

2016 ◽  
Vol 6 (11) ◽  
pp. 691 ◽  
Author(s):  
Nathan S. Bryan
Keyword(s):  
Nitric Oxide ◽  
Health Benefits ◽  
Biomedical Science ◽  
No Production ◽  
Positive Health ◽  
Therapeutic Benefits ◽  
Rigorous Research ◽  
Science Community ◽  
Nitrite Nitrate ◽  
Nutrition Epidemiology

Background: There are now indisputable health benefits of nitrite when administered in a clinical setting for specific diseases.  Most of the published reports identify the production of nitric oxide (NO) as the mechanism of action for nitrite.  Basic science as well as clinical studies demonstrates nitrite and/or nitrate can restore NO homeostasis as an endothelium independent source of NO that may be a redundant system for endogenous NO production.  Nitrate must first be reduced to nitrite by oral commensal bacteria and then nitrite further reduced to NO along the physiological oxygen gradient.  Despite decades of rigorous research on its safety and efficacy as a curing agent, sodium nitrite is still regarded by many as a toxic undesirable food additive.  However, research within the biomedical science community has revealed enormous therapeutic benefits of nitrite that is currently being developed as novel therapies for conditions associated with nitric oxide insufficiency.  This review will highlight the fundamental biochemistry of nitrite and nitrate in human physiology and provide evidence that nitrite and nitrate be considered essential nutrients.  Foods or diets enriched with nitrite can have profound positive health benefits. Keywords: nitrite, nitrate, nitric oxide, curing, nutrition, epidemiology, cardiovascular, cancer, diet, nitrosamines, antioxidants

scholarly journals Komparasi model pembelajaran earth science community dan grup investigasi pada scientific approach

2019 ◽  
Vol 6 (2) ◽  
pp. 117-125
Author(s):  
Jailani Husain Saleh ◽  
Muhsinatun Siasah Masruri
Keyword(s):  
Learning Outcomes ◽  
Learning Style ◽  
Earth Science ◽  
Visual Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Cognitive Aspect ◽  
The Earth ◽  
Science Community ◽  
The Difference

Tujuan penelitian ini untuk (1) menguji perbedaan hasil belajar model earth science community dan group investigation (GI); (2) menguji perbedaan hasil belajar model earth science community dan GI pada siswa dengan gaya belajar visual; (3) menguji perbedaan hasil belajar model earth science community dan GI pada siswa dengan gaya belajar auditorial;  dan (4) menguji interaksi pengaruh antara model pembelajaran dan gaya belajar siswa terhadap hasil belajar geografi. Penelitian ini menggunakan metode kuasi eksperimen dengan desain faktorial 2x2. Populasi dalam penelitian ini adalah seluruh siswa SMA Negeri di Kota Kupang yang tersebar pada 12 sekolah. Teknik sampling yang digunakan adalah Simple Random Sampling dan terpilih 2 sekolah sebagai subjek penelitian. Hasil penelitian menunjukkan: (1) tidak terdapat perbedaan hasil belajar model earth science community dan GI pada aspek kognitif  dengan p = 0,374 > 0,05; pada aspek afektif dengan p = 0,645 > 0,05, dan pada aspek psikomotor dengan p = 0,969 > 0,05; (2) terdapat perbedaan hasil belajar model earth science community dan GI pada siswa dengan gaya belajar visual, pada aspek kognitif dengan p = 0,009 < 0,05; pada aspek afektif dengan p = 0,014 < 0,05 dan pada aspek psikomotor dengan p = 0,024 < 0,05;  (3) terdapat perbedaan hasil belajar model earth science community dan GI pada siswa dengan gaya belajar auditorial, pada aspek kognitif dengan p = 0,042 < 0,05; pada aspek afektif dengan p = 0,026 < 0,05 dan pada aspek psikomotor dengan  p = 0,017 < 0,05; (4) terdapat interaksi pengaruh model pembelajaran dan gaya belajar siswa terhadap hasil belajar geografi, pada aspek kognitif dengan p = 0,008 < 0,05, pada aspek afektif  dengan p = 0,004 < 0,05 dan pada aspek psikomotor dengan p = 0,006 < 0,05. AbstractThis study aims to test: (1) the difference in the learning outcomes through the earth science community and group investigation (GI) models, (2) the difference in the learning outcomes through the earth science community and GI models among students with the visual learning style, (3) the difference in the learning outcomes through the earth science community and GI models among students with the auditory learning style, and (4) the interaction of the effects of the learning models and the students’ learning styles on the geography learning outcomes. The study employed the quasi-experimental method with a 2x2 factorial design. The research population comprised all students of state senior high schools (SHSs) in Kupang city in 12 schools. The sampling technique was the simple random sampling technique and 2 schools were selected as the research subjects. The results of the study are as follows. (1) There is no difference in the learning outcomes between the students learning through the earth science community and GI models in the cognitive aspect with p = 0.374 > 0.05, in the affective aspect with p = 0.645 > 0.05, and in the psychomotor aspect with p = 0.969 > 0.05.(2) There is difference in the learning outcome through the earth science community and GI models among the students with the visual learning style in the cognitive aspect with p = 0.009  < 0.05, in the affective aspect with p = 0.014 < 0.05, and in the psychomotor aspect with p = 0.024 < 0.05. (3) There is difference in the learning outcome through the earth science community and GI models among the students with the visual learning style in the cognitive aspect with p = 0.042 < 0.05, in the affective aspect with p = 0.026 < 0.05, and in the psychomotor aspect with p = 0.017 < 0.05.(4) There is  interaction of the effects of the learning models and the students’ learning styles on the geography learning outcomes in the cognitive aspect with p = 0.008 < 0.05, in the affective aspect with p = 0.004  < 0.05, and in the psychomotor aspect with p = 0.006 < 0.05.

The Pathway to Bacterial Genetics

2021 ◽  
pp. 15-30
Author(s):  
Thomas E. Schindler
Keyword(s):  
Graduate School ◽  
Research Laboratory ◽  
Genetic Research ◽  
Model Organism ◽  
Biochemical Genetics ◽  
Research Experience ◽  
Induced Mutations ◽  
New Paradigm ◽  
Career Pathway ◽  
Early Training

This chapter reviews Esther Zimmer’s early training, as she set out on a parallel career pathway, from Neurospora to bacteria, to her future husband Joshua Lederberg. While still a junior at Hunter College, Zimmer found the best possible mentor in Bernard Ogilvie Dodge, the foremost expert in Neurospora, the new model organism of genetic research. After graduation, Dodge helped her gain further research experience at the Industrial Hygiene Research Laboratory in Bethesda, Maryland, where she worked with Alexander Hollaender, an expert in radiation biology. After two years of training in the procedures for developing X-ray and UV induced mutations, Zimmer acquired her bona fides for graduate school. She was accepted to graduate school at Stanford University because of Dodge’s association with George Beadle, who, with Edward Tatum, had developed a new paradigm for biochemical genetics: “one gene: one enzyme.” In 1946, their similar experiences in Neurospora research brought Joshua and Esther together.

scholarly journals How do trainee doctors learn about research? Content analysis of Australian specialist colleges’ intended research curricula

BMJ Open ◽  
2020 ◽  
Vol 10 (3) ◽  
pp. e034962
Author(s):  
Paulina Stehlik ◽  
Christy Noble ◽  
Caitlin Brandenburg ◽  
Peter Fawzy ◽  
Isaac Narouz ◽  
...  
Keyword(s):  
Content Analysis ◽  
Learning Outcomes ◽  
Research Training ◽  
Bloom's Taxonomy ◽  
Learning Activities ◽  
Secondary Outcome ◽  
Research Experience ◽  
Accessible Information ◽  
Bloom’S Taxonomy ◽  
Assessment Activities

ObjectivesPatients do better in research-intense environments. The importance of research is reflected in the accreditation requirements of Australian clinical specialist colleges. The nature of college-mandated research training has not been systematically explored. We examined the intended research curricula of Australian trainee doctors described by specialist colleges, their constructive alignment and the nature of scholarly project requirements.DesignWe undertook content analysis of publicly available documents to characterise college research training curricula.SettingWe reviewed all publicly accessible information from the websites of Australian specialist colleges and their subspecialty divisions. We retrieved curricula, handbooks and assessment-related documents.ParticipantsFifty-eight Australian specialist colleges and their subspecialty divisions.Primary and secondary outcome measuresTwo reviewers extracted and coded research-related activities as learning outcomes, activities or assessments, by research stage (using, participating in or leading research) and competency based on Bloom’s taxonomy (remembering, understanding, applying, analysing, evaluating, creating). We coded learning and assessment activities by type (eg, formal research training, publication) and whether it was linked to a scholarly project. Requirements related to project supervisors’ research experience were noted.ResultsFifty-five of 58 Australian college subspecialty divisions had a scholarly project requirement. Only 11 required formal research training; two required an experienced research supervisor. Colleges emphasised a role for trainees in leading research in their learning outcomes and assessments, but not learning activities. Less emphasis was placed on using research, and almost no emphasis on participation. Most learning activities and assessments mapped to the ‘creating’ domain of Bloom’s taxonomy, whereas most learning outcomes mapped to the ‘evaluating’ domain. Overall, most research learning and assessment activities were related to leading a scholarly project.ConclusionsAustralian specialist college research curricula appear to emphasise a role for trainees in leading research and producing research deliverables, but do not mandate formal research training and supervision by experienced researchers.

Developing a training package

2017 ◽  
Vol 30 (5) ◽  
pp. 458-466
Author(s):  
Virginia Minogue ◽  
Anne-Laure Donskoy
Keyword(s):  
Service User ◽  
Research Training ◽  
Production Model ◽  
Working Relationships ◽  
Service Users ◽  
Research Experience ◽  
Content Type ◽  
Training Package ◽  
Health And Social Care ◽  
And Training

Purpose The purpose of this paper is to outline the development of a training package for service users and carers with an interest in NHS health and social care research. It demonstrates how the developers used their unique experience and expertise as service users and carers to inform their work. Design/methodology/approach Service users and carers, NHS Research and Development Forum working group members, supported by health professionals, identified a need for research training that was tailored to other service user and carer needs. After reviewing existing provision and drawing on their training and support experience, they developed a training package. Sessions from the training package were piloted, which evaluated positively. In trying to achieve programme accreditation and training roll-out beyond the pilots, the group encountered several challenges. Findings The training package development group formed good working relationships and a co-production model that proved sustainable. However, challenges were difficult to overcome owing to external factors and financial constraints. Practical implications Lessons learnt by the team are useful for other service users and carer groups working with health service professionals. Training for service users and carers should be designed to meet their needs; quality and consistency are also important. The relationships between service user and carer groups, and professionals are important to understanding joint working. Recognising and addressing challenges at the outset can help develop strategies to overcome challenges and ensure project success. Originality/value The training package was developed by service users and carers for other service users and carers. Their unique health research experience underpinned the group’s values and training development.

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