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How Undergraduates Historically Underrepresented in Biomedical Sciences Value Multiple Components of a Research Training Program

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Abstract

To promote diversity in the STEM workforce, undergraduate research training programs incorporating a variety of intervention strategies have been developed to support students from historically underrepresented backgrounds in overcoming numerous systemic barriers to pursuing careers in science. However, relatively little research has focused on how students experience and value these interventions and the ways in which the interventions support student success. The current study analyzed qualitative interviews from participants (n = 15) in a comprehensive research training program for undergraduates historically underrepresented in biomedical research to investigate the student perspective on how specific program components address barriers and support their research training, academic progress, and career preparation. Findings indicated that students benefit from authentic research experiences, mentoring, supplemental curriculum, financial assistance, and a supportive program environment. Participants described how the program helped them address financial concerns, navigate academic and career choices, build science identity and efficacy, and feel a sense of belonging within a caring community. The study highlights how multi-faceted research training programs offering a variety of supports can contribute to student retention and development according to the needs and circumstances of individual students.

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Acknowledgements

We appreciate the students/trainees who participated in this study. We also wish to credit Arjun Viray with creating the visual depicted in Fig. 1.

Funding

Work reported in this publication was supported by the National Institutes of Health Common Fund and Office of Scientific Workforce Diversity under three linked awards RL5GM118963, TL4GM118965, and UL1GM118964, administered by the National Institute of General Medical Sciences. The work is solely the responsibility of the authors and does not necessarily represent the official view of the National Institutes of Health.

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  1. Department of Medical Informatics and Clinical Epidemiology, Oregon Health & Science University, 3181 Sam Jackson Park Road, Portland, OR, 97239, USA

    Kristina Nelson & Matt Honoré

  2. Oregon Health and Science University, 3181 Sam Jackson Park Road, Portland, OR, 97239, USA

    Rachel Crist & Adrienne Zell

  3. School of Social Work and Center for Interdisciplinary Mentoring Research, Portland State University, 1825 SW Broadway, Portland, OR, 97201, USA

    Jennifer L. Lindwall & Thomas E. Keller

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Rachel Crist and Adrienne Zell are formerly affiliated with Oregon Health and Science University, 3181 Sam Jackson Park Road, Portland, OR, 97239, USA.

Appendix

Appendix

Relevant Portions of Interview Protocol

When do you anticipate graduating?

What are your plans leading up to graduating?

What are your goals after graduation?

What financial barriers to pursuing an advanced degree (including graduation) do you face?

  a. How does the EXITO program address those barriers?

  b. What barriers does the EXITO program not address?

  c. What resources, outside of EXITO, do you utilize to help you with these barriers?

What barriers do you face outside of the university that impact your ability to pursue an advanced degree (including graduation)?

  a. How does the EXITO program address those barriers?

  b. What barriers does the EXITO program not address?

  c. What resources, outside of EXITO, do you utilize to help you with these barriers?

What has your experience been as a participant in EXITO?

Do you see yourself as a researcher/scientist? Why or why not?

  a. If not, what are barriers to you seeing yourself as a researcher/scientist?

Do you feel others see you as a researcher/scientist? Why or why not?

How would you describe your relationship to research?

How has your participation in EXITO impacted your experience at your institution?

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Nelson, K., Honoré, M., Crist, R. et al. How Undergraduates Historically Underrepresented in Biomedical Sciences Value Multiple Components of a Research Training Program. Journal for STEM Educ Res 6, 130–158 (2023). https://doi.org/10.1007/s41979-022-00083-5

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