title: A research education program model to prepare a highly qualified workforce in biomedical and health-related research and increase diversity.
abstract: BACKGROUND
  The National Institutes of Health has recognized a compelling need to train highly qualified individuals and promote diversity in the biomedical/clinical sciences research workforce. In response, we have developed a research-training program known as REPID (Research Education Program to Increase Diversity among Health Researchers) to prepare students/learners to pursue research careers in these fields and address the lack of diversity and health disparities. By inclusion of students/learners from minority and diverse backgrounds, the REPID program aims to provide a research training and enrichment experience through team mentoring to inspire students/learners to pursue research careers in biomedical and health-related fields.
  
  
  METHODS
  Students/learners are recruited from the University campus from a diverse population of undergraduates, graduates, health professionals, and lifelong learners. Our recruits first enroll into an innovative on-line introductory course in Basics and Methods in Biomedical Research that uses a laboratory Tool-Kit (a lab in a box called the My Dr. ET Lab Tool-Kit) to receive the standard basics of research education, e.g., research skills, and lab techniques. The students/learners will also learn about the responsible conduct of research, research concept/design, data recording/analysis, and scientific writing/presentation. The course is followed by a 12-week hands-on research experience during the summer. The students/learners also attend workshops and seminars/conferences. The students/learners receive scholarship to cover stipends, research related expenses, and to attend a scientific conference.
  
  
  RESULTS
  The scholarship allows the students/learners to gain knowledge and seize opportunities in biomedical and health-related careers. This is an ongoing program, and during the first three years of the program, fifty-one (51) students/learners have been recruited. Thirty-six (36) have completed their research training, and eighty percent (80%) of them have continued their research experiences beyond the program. The combination of carefully providing standard basics of research education and mentorship has been successful and instrumental for training these students/learners and their success in finding biomedical/health-related jobs and/or pursuing graduate/medical studies. All experiences have been positive and highly promoted.
  
  
  CONCLUSIONS
  This approach has the potential to train a highly qualified workforce, change lives, enhance biomedical research, and by extension, improve national health-care.
authors.affiliation: Department of Medicine, College of Human Medicine, Michigan State University, East Lansing, MI, USA. ecrocket@msu.edu.
authors.forename: Elahé T
authors.initials: ET
authors.lastname: Crockett
mesh_terms: D000328:Adult; D035843:Biomedical Research / Q000193:education*; D002321:Career Choice; D002983:Clinical Competence; D003194:Computer-Assisted Instruction; D018864:Cultural Diversity; D003479:Curriculum; D004501:Education, Medical; D005006:Ethnicity / Q000193:education*; D005260:Female; D006280:Health Workforce; D006801:Humans; D008297:Male; D008611:Mentors; D008824:Michigan; D017145:Models, Educational; D009862:Online Systems; D012577:Schools, Medical; D055815:Young Adult