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An entrepreneurial training model to enhance undergraduate training in biomedical research

BACKGROUND: Undergraduate students who are interested in biomedical research typically work on a faculty member’s research project, conduct one distinct task (e.g., running gels), and, step by step, enhance their skills. This “apprenticeship” model has been helpful in training many distinguished sci...

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Autores principales: Kamangar, Farin, Silver, Gillian, Hohmann, Christine, Hughes-Darden, Cleo, Turner-Musa, Jocelyn, Haines, Robert Trent, Jackson, Avis, Aguila, Nelson, Sheikhattari, Payam
Formato: Online Artículo Texto
Lenguaje:English
Publicado: BioMed Central 2017
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5773905/
https://www.ncbi.nlm.nih.gov/pubmed/29375660
http://dx.doi.org/10.1186/s12919-017-0091-8
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author Kamangar, Farin
Silver, Gillian
Hohmann, Christine
Hughes-Darden, Cleo
Turner-Musa, Jocelyn
Haines, Robert Trent
Jackson, Avis
Aguila, Nelson
Sheikhattari, Payam
author_facet Kamangar, Farin
Silver, Gillian
Hohmann, Christine
Hughes-Darden, Cleo
Turner-Musa, Jocelyn
Haines, Robert Trent
Jackson, Avis
Aguila, Nelson
Sheikhattari, Payam
author_sort Kamangar, Farin
collection PubMed
description BACKGROUND: Undergraduate students who are interested in biomedical research typically work on a faculty member’s research project, conduct one distinct task (e.g., running gels), and, step by step, enhance their skills. This “apprenticeship” model has been helpful in training many distinguished scientists over the years, but it has several potential drawbacks. For example, the students have limited autonomy, and may not understand the big picture, which may result in students giving up on their goals for a research career. Also, the model is costly and may greatly depend on a single mentor. KEY HIGHLIGHTS: The NIH Building Infrastructure Leading to Diversity (BUILD) Initiative has been established to fund innovative undergraduate research training programs and support institutional and faculty development of the recipient university. The training model at Morgan State University (MSU), namely “A Student-Centered Entrepreneurship Development training model” (ASCEND), is one of the 10 NIH BUILD-funded programs, and offers a novel, experimental “entrepreneurial” training approach. In the ASCEND training model, the students take the lead. They own the research, understand the big picture, and experience the entire scope of the research process, which we hypothesize will lead to a greater sense of self-efficacy and research competency, as well as an enhanced sense of science identity. They are also immersed in environments with substantial peer support, where they can exchange research ideas and share experiences. This is important for underrepresented minority students who might have fewer role models and less peer support in conducting research. IMPLICATIONS: In this article, we describe the MSU ASCEND entrepreneurial training model’s components, rationale, and history, and how it may enhance undergraduate training in biomedical research that may be of benefit to other institutions. We also discuss evaluation methods, possible sustainability solutions, and programmatic challenges that can affect all types of science training interventions.
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spelling pubmed-57739052018-01-26 An entrepreneurial training model to enhance undergraduate training in biomedical research Kamangar, Farin Silver, Gillian Hohmann, Christine Hughes-Darden, Cleo Turner-Musa, Jocelyn Haines, Robert Trent Jackson, Avis Aguila, Nelson Sheikhattari, Payam BMC Proc Original Paper BACKGROUND: Undergraduate students who are interested in biomedical research typically work on a faculty member’s research project, conduct one distinct task (e.g., running gels), and, step by step, enhance their skills. This “apprenticeship” model has been helpful in training many distinguished scientists over the years, but it has several potential drawbacks. For example, the students have limited autonomy, and may not understand the big picture, which may result in students giving up on their goals for a research career. Also, the model is costly and may greatly depend on a single mentor. KEY HIGHLIGHTS: The NIH Building Infrastructure Leading to Diversity (BUILD) Initiative has been established to fund innovative undergraduate research training programs and support institutional and faculty development of the recipient university. The training model at Morgan State University (MSU), namely “A Student-Centered Entrepreneurship Development training model” (ASCEND), is one of the 10 NIH BUILD-funded programs, and offers a novel, experimental “entrepreneurial” training approach. In the ASCEND training model, the students take the lead. They own the research, understand the big picture, and experience the entire scope of the research process, which we hypothesize will lead to a greater sense of self-efficacy and research competency, as well as an enhanced sense of science identity. They are also immersed in environments with substantial peer support, where they can exchange research ideas and share experiences. This is important for underrepresented minority students who might have fewer role models and less peer support in conducting research. IMPLICATIONS: In this article, we describe the MSU ASCEND entrepreneurial training model’s components, rationale, and history, and how it may enhance undergraduate training in biomedical research that may be of benefit to other institutions. We also discuss evaluation methods, possible sustainability solutions, and programmatic challenges that can affect all types of science training interventions. BioMed Central 2017-12-04 /pmc/articles/PMC5773905/ /pubmed/29375660 http://dx.doi.org/10.1186/s12919-017-0091-8 Text en © The Author(s). 2017 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.
spellingShingle Original Paper
Kamangar, Farin
Silver, Gillian
Hohmann, Christine
Hughes-Darden, Cleo
Turner-Musa, Jocelyn
Haines, Robert Trent
Jackson, Avis
Aguila, Nelson
Sheikhattari, Payam
An entrepreneurial training model to enhance undergraduate training in biomedical research
title An entrepreneurial training model to enhance undergraduate training in biomedical research
title_full An entrepreneurial training model to enhance undergraduate training in biomedical research
title_fullStr An entrepreneurial training model to enhance undergraduate training in biomedical research
title_full_unstemmed An entrepreneurial training model to enhance undergraduate training in biomedical research
title_short An entrepreneurial training model to enhance undergraduate training in biomedical research
title_sort entrepreneurial training model to enhance undergraduate training in biomedical research
topic Original Paper
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5773905/
https://www.ncbi.nlm.nih.gov/pubmed/29375660
http://dx.doi.org/10.1186/s12919-017-0091-8
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