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Supporting Biomedical Research Training for Historically Underrepresented Undergraduates Using Interprofessional,

Lisa K Marriott1, Aaron Raz Link2, Roberto Anitori3

  • 1Oregon Health & Science University.

The Journal of Scholarship of Teaching and Learning : Josotl
|August 22, 2022
PubMed
Summary

A novel Enrichment curriculum enhanced undergraduate research training for diverse students by fostering community, career exploration, and professional identity development, improving success in biomedical research pathways.

Keywords:
STEMcohort buildingdisparitydiversityemotional supportequityfinancialnonformal educationprofessional developmentprofessional identityqualitativeself-caresociocultural dynamicssocioeconomicstraining

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Area of Science:

  • Biomedical Sciences
  • STEM Education
  • Undergraduate Research Training

Background:

  • Research experience is crucial for biomedical scientists.
  • Underrepresented students in STEM need enhanced support structures for research pathways.
  • Existing support often focuses narrowly on technical skills and formal mentorship.

Purpose of the Study:

  • To explore how nine institutions designed a "Enrichment" curricular structure within a multi-institutional research training program (Enhancing Cross-Disciplinary Infrastructure and Training at Oregon - EXITO).
  • To identify essential programmatic components and assess the impact of this non-formal curriculum on undergraduate research training and student success.
  • To understand how peer groups and student-centered approaches support diverse students navigating biomedical research.

Main Methods:

  • A 30-month study of a comprehensive, 3-year research training program involving nine diverse institutions (universities and community colleges).
  • Independent design and implementation of non-formal curricular structures (Enrichment) via interprofessional facilitated peer groups at each site.
  • Thematic coding of site data and triangulation with student feedback to identify essential components and outcomes.

Main Results:

  • Enrichment provided space for critical reflection, networking, and negotiation of implicit curricula.
  • Students reported a balance between academic/research demands and the low-pressure, student-centered Enrichment setting.
  • Key themes included fostering community, career/skills exposure, and professional identity development.

Conclusions:

  • The non-formal, interprofessional Enrichment curriculum successfully fostered a sense of community and supported professional identity development for diverse undergraduate students.
  • This approach enabled students to model diverse biomedical identities and pathways, informing institutional structures to enhance success in academia and research.
  • The study highlights the value of non-technical support structures in improving outcomes for underrepresented students in STEM research training programs.