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Reimagining a summer research program during COVID: Strategies for enhancing research workforce diversity.
Brenda L Eakin1, Phillip A Ianni1, Christy Byks-Jazayeri1
1Michigan Institute for Clinical and Health Research, University of Michigan, Ann Arbor, MI, USA.
Journal of Clinical and Translational Science
|April 18, 2022
Summary
Clinical research training programs can successfully pivot to remote formats, enhancing diversity and inclusion. Students reported positive experiences in both in-person and remote settings, with remote participation increasing Black or African American student involvement.
Area of Science:
- Health Professions Education
- Clinical and Translational Science
- Diversity in Research
Background:
- Short-term research training programs are crucial for recruiting and retaining underrepresented individuals in clinical and translational research.
- Diversifying the research workforce is essential for addressing health disparities and improving patient outcomes.
- The COVID-19 pandemic necessitated rapid adaptation of educational programs, including research training.
Purpose of the Study:
- To describe the transition of a summer research training program from an in-person to a fully remote format in response to the COVID-19 pandemic.
- To evaluate the impact of remote versus in-person formats on student learning experiences and program inclusivity.
- To assess changes in diversity metrics, particularly the participation of Black or African American students, in the remote format.
Main Methods:
- A comparative analysis of student data from three in-person cohorts (2017-2019) and two remote cohorts (2020-2021) of a summer research training program.
- Collection and evaluation of student learning experiences and program feedback across different formats.
- Focus on diversity, equity, and inclusion (DEI) factors, including enabling remote research participation.
Main Results:
- Students in both in-person and remote formats viewed the program favorably.
- Students in the remote cohorts rated certain program aspects more favorably than those in the in-person format.
- The remote format saw increased participation from students identifying as Black or African American compared to the in-person format.
Conclusions:
- A fully remote format is a viable and effective alternative for delivering short-term clinical and translational research training.
- Remote program delivery can enhance diversity and inclusion by increasing participation from underrepresented groups.
- Lessons learned from this transition can inform future program design and remote educational strategies in research training.
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