Comparing mentored research experiences for undergraduates across institutional contexts.

Area of Science:

• Biomedical Research Training
• Undergraduate Education
• Health Disparities

Background:

• Mentored undergraduate research experiences (UREs) are crucial for developing science identity and skills, particularly for underrepresented students.
• This study examines science identity and role responsibility in a program diversifying the biomedical workforce.
• Scholars participated in UREs at either a minority-serving institution (MSI) or a Clinical and Translational Science Award (CTSA) institution.

Purpose of the Study:

• To compare changes in science identity among scholars at MSI and CTSA sites.
• To analyze differences in the scientific roles and responsibilities undertaken by scholars at both institution types.

Main Methods:

• Annual survey data from scholars were analyzed.
• Science identity changes were compared from the start of the URE to one year later.
• Responsibility in scientific roles was assessed across institutions.

Main Results:

• Both MSI and CTSA sites showed gains in science identity after one year, with slightly larger gains at CTSA sites.
• No significant endpoint differences in science identity were found between institutions.
• Scholars at CTSA sites reported greater responsibility in data curation and analysis, while MSI scholars had more responsibility in resource acquisition.

Conclusions:

• CTSA site UREs may provide unique opportunities for identity formation and skill development compared to home institution placements.
• These findings highlight potential for synergistic partnerships between MSIs and CTSA sites to enhance biomedical researcher training.