How undergraduates historically underrepresented in biomedical sciences value multiple components of a research...

Area of Science:

• Biomedical Research Training
• STEM Workforce Diversity
• Undergraduate Education

Background:

• STEM fields face diversity challenges, with underrepresented students encountering systemic barriers.
• Existing research training programs aim to mitigate these barriers but student perspectives are under-examined.
• Understanding student experiences is crucial for optimizing intervention effectiveness.

Purpose of the Study:

• To investigate how undergraduate students from historically underrepresented backgrounds perceive and value components of a comprehensive research training program.
• To identify specific program elements that address barriers and support student success in research, academics, and career development.
• To explore the student perspective on factors contributing to retention and belonging in STEM.

Main Methods:

• Qualitative interviews were conducted with 15 participants in a biomedical research training program.
• The study analyzed participant narratives to understand their experiences with program interventions.
• Focus was placed on how program components addressed individual student needs and circumstances.

Main Results:

• Students reported significant benefits from authentic research experiences, mentorship, and supplemental curriculum.
• Financial assistance and a supportive program environment were key factors in addressing barriers.
• Participants developed science identity, efficacy, and a sense of belonging within the program community.

Conclusions:

• Multi-faceted research training programs are effective in supporting students historically underrepresented in biomedical research.
• Tailored interventions addressing financial, academic, and social-emotional needs enhance student retention and development.
• These programs foster a sense of belonging crucial for long-term engagement in STEM careers.