BUILDing BLaST: promoting rural students’ biomedical research careers using a culturally responsive, one health approach

Abstract

Background and purposeMost postsecondary institutions in the state of Alaska (USA) have a broad mission to serve diverse students, many of whom come from schools in rural villages that are accessible only by plane, boat, or snowmobile. The major research university, the University of Alaska in Fairbanks (UAF), serves a population whereby 40% are from groups recognized as underrepresented in the biomedical workforce. The purpose of this article is to describe the Building Infrastructure Leading to Diversity (BUILD)-supported program in the state of Alaska that seeks to engage students from rural areas with a culturally relevant approach that is centered on the One Health paradigm, integrating human, animal, and environmental health.Program and key highlightsThe Biomedical Learning and Student Training (BLaST) program distinguished by broad themes that address recruitment, retention, and success of students in biomedical programs, especially for students from rural backgrounds. Targeted rural outreach emphasizes that biomedical research includes research on the integration of human, animal, and environmental health. This One Health perspective gives personal relevance and connection to biomedical research. This outreach is expected to benefit student recruitment, as well as foster family and community support for pursuit of college degrees. BLaST promotes integration of research into undergraduate curricula through curriculum development, and by creating a new class of instructors, laboratory research and teaching technicians, who provide research mentorship, course instruction, and comprehensive advising. Finally, BLaST facilitates early and sustained undergraduate research experiences in collaborations with graduate students and faculty.ImplicationsBLaST’s approach is highly adapted to the Alaskan educational and physical environment, but components and concepts could be adapted to other rural areas as a means to engage students from rural backgrounds, who often have a closer relationship with the natural environment than urban students.

One health in the circumpolar North

“…Apart from research and public health efforts, One Health also can fill a vital role in education. The Biomedical Learning and Student Training (BlaST) program takes a One Health approach to engage students from rural and Alaska Native backgrounds in biomedical research [82,83]. By making biomedical research relevant to students from remote communities through linking human, environmental and animal health, the program has successfully integrated students from diverse backgrounds in meaningful research experiences that increase science self efficacy and student interest in biomedical careers, including individuals from backgrounds currently under-represented in the biomedical workforce (Cotter et al submitted for peer review).…”

A Cross-Case Analysis of Developing Program Sustainability and Institutionalization in Early Stages of a Multisite Biomedical Student Diversity Initiative

“…The intention of UAF to achieve and sustain goals, represents sustainability, but has yet to show institutionalization of these positions over the long term. Although, in combination with UAF's nancial support from senior leadership as a result of the One Health model, UAF began to extend initial research and curriculum initiatives across the institution that made infrastructure consistent with their context and rural/indigenous culture (62).…”

A cross-case analysis of developing program sustainability and institutionalization in early stages of a multisite biomedical student diversity initiative

“…Thus, the President's work on diversity initiatives carried over into his leadership of WSU. At UAF, the paradigm that guides the BUILD program-the interdisciplinary One Health Model [63]-is financially supported by senior leadership and fully embedded into the institution with future plans for driving research, curriculum, and student engagement.…”