Supporting Biomedical Research Training for Historically Underrepresented Undergraduates Using Interprofessional,...

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.