Developing a Training Program to Diversify the Biomedical Research Workforce

Abstract

The National Institutes of Health has made considerable investments to diversify the biomedical research workforce. Towards this goal, the authors partnered with representatives from several minority-serving institutions (MSIs) to develop training for the next generation of researchers. To ensure the most effective training program, the authors conducted a needs assessment with junior and senior investigators from the partnering MSIs. In 2016, the authors conducted focus groups and interviews with 23 junior investigators as well as in-depth interviews with 6 senior investigators from the partnering institutions with the goal of identifying specific areas of training and support that would help junior investigators at MSIs develop and sustain research careers. The data were transcribed and coded, and thematic analysis was conducted. The authors determined four areas in which training and support were needed: training in the “informal curriculum” (skills not covered in traditional clinical research courses), protected time for research training, opportunities to create career-advancing work products, and networking opportunities. The themes that were identified informed the development of the LEADS (Leading Emerging and Diverse Scientists to Success) program. The program consists of 10 instructor-led online modules each lasting approximately one month in duration with weekly synchronous sessions. Scholars are expected to be able to devote at least 20% of their time to the program.

Supporting Biomedical Research Training for Historically Underrepresented Undergraduates Using Interprofessional, Nonformal Education Structures

“…Nonformal, interprofessional curricular structures support underrepresented students by offering a flexible and responsive environment for enhancing the biomedical research training of undergraduates. These findings are consistent with those from undergraduate and faculty STEM development programs that implement peer-enhanced supplemental instruction (Merolla & Serpe, 2013;Rubio et al, 2019;Toven-Lindsey et al, 2015). Enrichment engages diverse students in peer spaces and facilitates activities that give them a sense of ownership over the development of their professional identities, as well as practical tools to succeed in the academic and professional path of their choosing, on their own terms.…”

“…Sites reported that their students consistently self-identified imposter syndrome as a problem, even as they gained research experience and credentials, including first-author publications. Our observations underscore a need to explicitly address hidden and implicit curricula with undergraduates as part of biomedical research training, which was also identified as a need for professional development training by both junior and senior biomedical faculty (Rubio et al, 2019) as well as undergraduate programs (Hinton et al, 2020;Merolla & Serpe, 2013;Toven-Lindsey, Levis-Fitzgerald, Barber, & Hasson, 2015). Together, these findings highlight a common need for instruction across all biomedical training levels.…”

Coaching Tailored by Stages: A Valuable Educational Strategy to Achieve Independence in Research

“…Creating effective career development programs is instrumental for intensive research institutions to accelerate the research careers of researchers. Models for junior investigators' career success include critical components, such as self-awareness, selecting the right topic, adequate support, working with others, and managing themselves (12). Moreover, mentored research training during doctoral training leads to an increased likelihood of developing a research career (13).…”

Challenges and Strategies of Successful Mentoring: The Perspective of LEADS Scholars and Mentors from Minority Serving Institutions

“…LEADS focused on developing the skill set of early career investigators while simultaneously providing mentoring and coaching from trained senior faculty, as well as resources that allowed them to partake in research dissemination, networking opportunities, and additional training. In another paper, we describe LEADS in detail [ 9 ].…”

“…The LEADS program has been described in detail elsewhere [ 9 ]. One particular aspect deserves additional focus, however: LEADS’ coaching and mentoring components.…”