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A Model for Postdoctoral Education That Promotes Minority and Majority Success in the Biomedical Sciences

机译：促进生物医学领域的少数派和多数派成功的博士后教育模型

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How does the United States maintain the highest-quality research and teaching in its professional science workforce and ensure that those in this workforce are effectively trained and representative of national demographics? In the pathway to science careers, the postdoctoral stage is formative, providing the experiences that define the independent work of one’s first faculty position. It is also a stage in which underrepresented minorities (URMs) disproportionately lose interest in pursuing academic careers in science and, models suggest, a point at which interventions to increase proportions of URMs in such careers could be most effective. We present a mixed-methods, case study analysis from 17 years of the Fellowships in Research and Science Teaching (FIRST) postdoctoral program, to our knowledge the largest and longest continuously running science postdoctoral program in the United States. We demonstrate that FIRST fellows, in sharp contrast to postdocs overall, are inclusive of URMs (50% African American; 70% women) and as or more successful in their fellowships and beyond as a comparison group (measured by publication rate, attainment of employment in academic science careers, and eventual research grant support). Analysis of alumni surveys and focus group discussions reveals that FIRST fellows place highest value on the cohort-driven community and the developmental teaching and research training the program provides.
机译：美国如何在其专业科学队伍中保持最高质量的研究和教学，并确保该队伍中的人员得到有效培训并代表全国人口统计资料？在通往科学职业的道路上，博士后阶段是形成性的，提供了定义一个人第一任教职职位的独立工作的经验。在这个阶段，代表性不足的少数族裔（URM）对追求科学学术职业的兴趣成比例地丧失，模型暗示，在这一点上增加URM在这类职业中的比例的干预措施可能是最有效的。我们提供了一种混合方法的案例研究分析，从研究和科学教学奖学金（FIRST）博士后计划的17年，到我们所知道的最大和最长的持续运行的科学博士后计划。我们证明，与博士后总体而言，第一批研究员包括URM（50％的非裔美国人; 70％的女性），并且在研究金中或更高或更高（作为比较组）（按出版率，就业程度来衡量）从事学术科学工作，并最终提供研究资助）。通过对校友调查和焦点小组讨论的分析，我们发现FIRST研究员对这个由队列驱动的社区以及该计划提供的发展性教学和研究培训给予了最高的评价。

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