Implementation of a Biomedical Research Training Program for Early-Stage Undergraduate Students to Inspire Development of a STEM Professional Identity

Abstract

Purpose This study sought to develop an undergraduate research training program for early-stage students with interest in biomedical engineering. The ultimate goal was to foster a sense of self-identity within the participants as STEM professionals, develop their professional and technical skills, and provide training in biomedical engineering research to under-resourced student populations that would not otherwise be exposed to biomedical engineering research until late in their careers. Methods The training program was intentionally designed to leverage and synergistically combine the following pedagogical frameworks: Cognitive Theory Apprenticeship, Asset-based Mentoring, and Community of Practice. The program was designed as a two-year program starting in the pre-first-year summer with a bridge program, research rotations in laboratories throughout the first year, a cohort-led research project in the second year, and a four-course sequence emphasizing the biomedical research process, development as scholars, and networking. Results All members of Cohort 1 successfully completed the program, with 2 out of 3 participants transitioning into the university’s Honor’s Program. All members of Cohort 2 successfully completed half of the program prior to early programmatic termination by the funding agency due to changes in federal initiatives. Further, all participants self-reported an increase in self-identity as a STEM professional, with a majority of participants reporting continued interest in research, the biomedical field, and STEM. Conclusions This program provided participants from under-resourced backgrounds with the resources and opportunities to succeed, and these students exemplified the potential of participants in similar programs, evidenced by the outstanding research performance achieved by the students.

Bibliographic Information