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Scientific Growth and Identity Development during a Postbaccalaureate Program: Results from a Multisite Qualitative Study
This report builds upon our previous study, which described five patterns of why college graduates join National Institutes of Health (NIH)-funded diversity-focused Postbaccalaureate Research Education Programs (PREP). A 2015 report from the NIH showed that a high fraction of PREP participants matri...
Autores principales: | , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
American Society for Cell Biology
2016
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5008872/ https://www.ncbi.nlm.nih.gov/pubmed/27496357 http://dx.doi.org/10.1187/cbe.16-01-0035 |
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author | Remich, Robin Naffziger-Hirsch, Michelle E. Gazley, J. Lynn McGee, Richard |
author_facet | Remich, Robin Naffziger-Hirsch, Michelle E. Gazley, J. Lynn McGee, Richard |
author_sort | Remich, Robin |
collection | PubMed |
description | This report builds upon our previous study, which described five patterns of why college graduates join National Institutes of Health (NIH)-funded diversity-focused Postbaccalaureate Research Education Programs (PREP). A 2015 report from the NIH showed that a high fraction of PREP participants matriculate into PhD and MD/PhD programs. This current study reveals how participants change during PREP, the program elements that facilitate change, and how identity as a graduate student and future scientist develops. Data come from in-depth interviews done at the beginning and end of PREP with 48 individuals from seven PREP programs. Results reveal three domains of development: academics, research, and presentation of oneself; each domain contains a developmental continuum. Key attributes of PREP enabling development include opportunities to attend graduate-level classes and seminars; time to practice reading literature; extended lab time with one’s own project; high and explicit expectations from mentors; and multiple opportunities to talk about science and improve communication skills. PREP enabled participants to develop their identities as graduate students and to anticipate being seen by others as highly prepared for PhD training. After PREP, 85% (n = 41) started the PhD or MD/PhD, making PREP an intervention approach with great potential to broaden participation in biomedical PhD programs. |
format | Online Article Text |
id | pubmed-5008872 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2016 |
publisher | American Society for Cell Biology |
record_format | MEDLINE/PubMed |
spelling | pubmed-50088722016-09-09 Scientific Growth and Identity Development during a Postbaccalaureate Program: Results from a Multisite Qualitative Study Remich, Robin Naffziger-Hirsch, Michelle E. Gazley, J. Lynn McGee, Richard CBE Life Sci Educ Article This report builds upon our previous study, which described five patterns of why college graduates join National Institutes of Health (NIH)-funded diversity-focused Postbaccalaureate Research Education Programs (PREP). A 2015 report from the NIH showed that a high fraction of PREP participants matriculate into PhD and MD/PhD programs. This current study reveals how participants change during PREP, the program elements that facilitate change, and how identity as a graduate student and future scientist develops. Data come from in-depth interviews done at the beginning and end of PREP with 48 individuals from seven PREP programs. Results reveal three domains of development: academics, research, and presentation of oneself; each domain contains a developmental continuum. Key attributes of PREP enabling development include opportunities to attend graduate-level classes and seminars; time to practice reading literature; extended lab time with one’s own project; high and explicit expectations from mentors; and multiple opportunities to talk about science and improve communication skills. PREP enabled participants to develop their identities as graduate students and to anticipate being seen by others as highly prepared for PhD training. After PREP, 85% (n = 41) started the PhD or MD/PhD, making PREP an intervention approach with great potential to broaden participation in biomedical PhD programs. American Society for Cell Biology 2016 /pmc/articles/PMC5008872/ /pubmed/27496357 http://dx.doi.org/10.1187/cbe.16-01-0035 Text en © 2016 R. Remich et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). “ASCB®” and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology. |
spellingShingle | Article Remich, Robin Naffziger-Hirsch, Michelle E. Gazley, J. Lynn McGee, Richard Scientific Growth and Identity Development during a Postbaccalaureate Program: Results from a Multisite Qualitative Study |
title | Scientific Growth and Identity Development during a Postbaccalaureate Program: Results from a Multisite Qualitative Study |
title_full | Scientific Growth and Identity Development during a Postbaccalaureate Program: Results from a Multisite Qualitative Study |
title_fullStr | Scientific Growth and Identity Development during a Postbaccalaureate Program: Results from a Multisite Qualitative Study |
title_full_unstemmed | Scientific Growth and Identity Development during a Postbaccalaureate Program: Results from a Multisite Qualitative Study |
title_short | Scientific Growth and Identity Development during a Postbaccalaureate Program: Results from a Multisite Qualitative Study |
title_sort | scientific growth and identity development during a postbaccalaureate program: results from a multisite qualitative study |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5008872/ https://www.ncbi.nlm.nih.gov/pubmed/27496357 http://dx.doi.org/10.1187/cbe.16-01-0035 |
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