Generation Of Biomedical Scientists Research Articles

Disease Models & Mechanisms 2018: keeping you in the picture

With the advent of a new year, the Disease Models & Mechanisms (DMM) editorial team would like to share with you our reflections on the past year and our plans for the year ahead. As a community journal, DMM is keen to support the next generation of biomedical scientists. During 2017, we launched

A New Integrative Model to Train the Next Generation of Biomedical Scientists

A New Integrative Model to Train the Next Generation of Biomedical Scientists

The Voelcker Biomedical Research Academy: A Longitudinal and Multi‐tiered Model for Preparing the Next Generation of Biomedical Scientists

The Voelcker Biomedical Research Academy (VBRA) is a unique training program for high school students in the San Antonio area. VBRA allows talented high school freshmen (VBRA Scholars) to conduct a 3‐year long research project in biomedical sciences with faculty at the UT Health Science Center‐San Antonio. The VBRA experience incorporates personalized mentorship, guidance for preparation for college, leadership development, and awareness of career opportunities in science. VBRA applications have increased from 60 applicants in 2009 to 121 in 2015. A cohort of 20–22 selected Scholars is enrolled in the program each year. To date, 7 cohorts have been admitted to the Academy (145 students). These Scholars represent 44 different high schools, are ethnically diverse, (Hispanic, 46%; Caucasian, 32%; Asian, 13%; African American, 9%) and have demonstrated exceptional commitment to the Academy, as 97% of them have completed the program. All senior Scholars have graduated from high school scoring significantly higher on SAT exams than their high school peers. In addition, 100% of the Scholars are attending 4‐year universities and 88% of them are pursuing STEM related majors (88%). Eighty‐two VBRA Alumni serve as role models for current VBRA Scholars and interact daily with their younger counterparts. The Alumni offer presentations on the college experience (College Connection) and continue their own professional development by serving as teaching assistants and lecturers. VBRA Alumni can further grow their research experience, technical skills and scientific knowledge by becoming VBRA Summer Undergraduate Research Fellows (VBRA SURF); these Fellows work full time in a research laboratory during the summer months and participate in supplemental didactic activities. A key feature of the Academy is the contribution of ~ 40 medical students, graduate students and post‐doctoral fellows to the education and mentoring of VBRA Scholars and Alumni. These VBRA Junior Mentors are valuable members of the VBRA Admissions Committee, provide didactic activities and individualized training in specific laboratory techniques, and/or clinical perspectives relevant to translational research. In summary, the VBRA model represents a multi‐tiered approach to professional development in biomedical sciences through the integration of programs for high/professional school and college students with hands‐on research experiences, mentoring and networking opportunities. This model creates an innovative ecosystem that could be integrated or added to existing training programs to support the development of the next generation of biomedical scientists and professionals.Support or Funding InformationSupported in part by the Max and Minnie Tomerlin Voelcker Fund

Abstract C14: The Florida ReTOOL Program: Creating a training bridge for the next generation of biomedical scientists

Abstract Background and Objective: There is a need to develop a cadre of racially and ethnically diverse, well-trained scientists to: (1) increase the capacity for scientific research among underserved populations; (2) address cultural appropriateness of the conceptualization, design and implementation of research ideas; (3) effectively and respectfully deliver health care interventions for diverse populations; and (4) eliminate health disparities. To achieve our long-term goal of increasing the pool of minority cancer researchers, the objective of the Florida Cancer Research Training Opportunities for Outstanding Leaders (ReTOOL) program is to develop, promote and sustain an independent, competitive cancer research training program that creates opportunities and promotes careers in cancer research for underrepresented minority (URM) students. The ReTOOL program trains URM students from University of Florida (UF), Florida A&M University (FAMU) and Bethune-Cookman University (BCU) at UF Health Cancer Center (UFHCC). Research Strategy: Based on over 10 years research training experiences for URM students in Florida, our strategy includes: (1) partnership between a minority institution and a comprehensive cancer center, with the training occurring at the cancer center; (2) dedicated mentor pool of nationally recognized scientists who are committed to diversity and have expertise in the area of basic, behavioral or clinical sciences; (3) committed faculty advisors at the home (minority) institutions who provide preparatory training and continuous mentoring for trainees; (4) a culturally responsive staff at the cancer center to assist trainees effectively navigate the resources at the cancer center and provide support outside academic/professional development; (5) an effective recruitment process that includes rigorous screening process and orientation; (6) clear requirements and expectations for the training program; (7) cradle to grave system to support trainees; and (8) trainee tracking and evaluation. The ReTOOL program focuses on successfully bridging URM students to graduate or medical school and supporting the trainees throughout their career. The program includes: (i) Basic ReTOOL 12-week summer training, funded by the US Department of Defense, for URM students without research experience; (ii) Academy I ReTOOL 12-week summer training, funded by the National Cancer Institute and UFHCC, for continuous/subsequent training of Basic ReTOOL alumni; (iii) Academy II ReTOOL 1-year post-baccalaureate training (if needed), funded by the UFHCC, to bridge ReTOOL alumni to graduate/medical school; and (iv) triad continuous mentoring by ReTOOL program director, FAMU/BCU minority institution faculty advisor and UF faculty mentor. Results: 19 URM students successfully completed the program between 2012 and 2015. The scholarly achievements of the program include 20 completed projects by URM students, 12 published scientific abstracts presented at national/international conferences, 3 publications, 3 publications in progress, 3 grant awards based on the ReTOOL program, and 12 student recognitions/awards. Six students have been admitted to graduate/medical schools, including UF, FAMU, Duke University, Indiana University and Howard University. 2 students have just been admitted to the Academy II ReTOOL 1-year post-baccalaureate training at UF. The ReTOOL program has also led to an increase in cancer health disparities research at UF, especially among the ReTOOL mentors. According to a ReTOOL mentee: “The growth that I have made is without a doubt beneficial to me progressing towards the next chapter in my life.” A ReTOOL mentor stated in his evaluation, “Rewarding opportunity to teach and mentor minority students in the field of prostate cancer.” Conclusion: Developing and sustaining the interests of URM students in biomedical science requires a comprehensive and sustainable approach, as seen in the ReTOOL program. The success of the ReTOOL program has led to a training model for diversity in graduate programs at UF and currently being adopted by multiple departments at UF. Citation Format: Folakemi T. Odedina, Merry Jennifer Markham, Renee Reams, Bereket Mochona, Dixon Alma, Nguyen Jennifer, Gilbert Lauren. The Florida ReTOOL Program: Creating a training bridge for the next generation of biomedical scientists. [abstract]. In: Proceedings of the Eighth AACR Conference on The Science of Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; Nov 13-16, 2015; Atlanta, GA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2016;25(3 Suppl):Abstract nr C14.

The future of genomic medicine education in Africa.

There are many challenges and opportunities for Africans in the emerging area of genome medicine. In particular, there is a need for investment in local education using real-world African genetic data sets. Cloud-based computing platforms offer one solution for engaging the next generation of biomedical scientists in tackling disease in Africa, and by extension, the world.

Seven Tips for Aspiring Biomedical Scientists in a Developing Country

Low-income countries are generally characterized by a disproportionately large share of the global burden of communicable and non-communicable diseases. One would reasonably expect that the solutions to these problems be home-grown. Unaccountably, the capacity for this is wholly lacking, an overwhelming majority of African countries fall well below the average on standard indices of science and technology capacity [1]. Besides this, over the years, these countries have witnessed a steady drain of qualified staff, which has led to low scientific research output, weak preparation of the next generation of biomedical scientists, and at some extent, doubt about the capacity of African universities and research institutions to produce globally competitive graduates [2,3]. Therefore, becoming a productive and successful biomedical research scientist in a low-income country is a real challenge, but first of all, is a matter of devotion. In addition to having the commonly required traits a good scientist should have like a strong academic background, curiosity, team work ability, honesty, discipline, integrative knowledge of related fields, ability to accept and give criticism; young scientists at the end of their academic training need to understand, both the advantages and challenges of their society and working environment for the good of their communities, and for their one interest as aspiring professional scientists. This prompted us to design the following ten tips, which addresses in priority for those working in the field of biomedical research and development.

NIH Tells Universities to Pay More for Graduate Training

The NIH Ruth Kirschstein National Research Service Award (NRSA) program, which supports more than 17,000 PhD students and postdoctoral fellows, primarily through institutional training grants, is facing a fiscal crunch, according to a report in Science, December 9, 2005. The report notes that National Institutes of Health officials have told universities they must shoulder more of the costs of training the next generation of biomedical scientists, or face a decline in the number of graduate students and postdoctoral trainees that NIH supports. NIH currently provides the major share of trainees’ tuition, paying the first $3000 plus 60% of the remainder, and covers a share of each trainee’s health insurance. But the Science journal report points out that steadily rising tuition and health care costs, along with a flat budget, will move NIH to transfer more of the burden to universities or reduce the number of NRSA trainees. Without an increase in program funding, NIH has projected a loss of 4000 training positions by 2015. NIH says it is considering 3 options: (1) retain the existing formula by capping the reimbursable amount at $16,000 to $18,000, roughly the current average subsidy; (2) a fixed allowance capped at $16,000 to $18,000; (3) continue the current policy, staying on budget by squeezing both the number of institutional grants and the number of trainees per grant. A decision by NIH is expected by spring. Deputy director for extramural research Dr. Norka Ruiz Bravo views prudent policy as requiring “an appropriate balance between training budgets and the funds available for research support. However,” she acknowledges, “an annual loss in training positions would threaten the stability of ongoing programs and impede consideration of training programs in new and emerging scientific fields.”

Tumor cell metabolism: the marriage of molecular genetics and proteomics with cellular intermediary metabolism; proceed with caution!

Metabolic transformations of malignant cells are essential to the development and progression of all cancers. The understanding of the pathogenesis and progression of cancer requires the establishment of the altered genetic/metabolic factors that are essential to the development, growth, and proliferation of the malignant cells. Recognition of this important relationship has resulted in a resurgence of interest in the intermediary metabolism of tumor cells. The role of molecular genetics and proteomics and the application of molecular technology in assessing altered cellular metabolism has become a major area of biomedical research. The contemporary generation of biomedical scientists is exceptionally well trained in all areas of molecular biology and molecular technology, which are now important tools to be applied to the regulation of cellular intermediary metabolism. Simultaneously, the didactic and methodological training associated with the principles and operation of metabolic pathways, enzymology, cellular enzyme activity, and associated biochemical implications has been diminished and often eliminated from the pre- and post-doctoral programs. Interpretations and conclusions of alterations in cellular enzyme activity and associated metabolic pathways based on genetic/proteomic changes can and will result in misrepresentation of important metabolic implications in malignancy and other diseases. It is essential that the genetic/proteomic studies be coupled to biochemical/metabolic cellular events to satisfy the axiom: "genetic transformations and proteomic alterations will have little relevancy to disease processes if the genetic/proteomic alterations are not manifested in altered and impaired cellular and metabolic function". The appropriate marriage of molecular genetics/proteomics with the regulation of cellular intermediary metabolism will provide new revelations and understanding of malignancy that could not be achieved in earlier generations.

Universities May Have to Pay More in Support of Graduate Training

National Institutes of Health officials told universities last week to shoulder more of the costs of training the next generation of biomedical scientists, or face a decline in the number of graduate students and postdocs that NIH supports. (Read more.)

Bio2010: Transforming Undergraduate Education for Future Research Biologists (review)

The premise of the new NRC study is that the undergraduate experience in biology is lagging seriously behind "how biologists design, perform and analyze experiments" (p. 1). This gap will make it difficult to prepare our students to pursue careers in biomedical research. The study represents our best exploration to date of just how much the nature of scientific investigation is changing and how little this remarkable shift is reflected in what undergraduates learn and how they learn. Although this report is about biology, it also raises serious questions about how we present all of our disciplines to our undergraduate [End Page 288] students. It is well worth serious consideration by educators in a variety of other fields as well. Although the primary focus of Bio2010 is on how to prepare the next generation of biomedical scientists, the issues themselves are relevant to a much broader audience. What should all of our students know about science? Can we find ways for our students to learn science the way researchers learn science?

Applications of acoustical microscopy in diagnostic medicine

Even from the beginnings of acoustical microscopy in the mid-1970s, biomedical problems were thought to be an important application area for this new technology. In fact, the first acoustical microscopy images produced by both Quate at Stanford and Kessler at Zenith were of biological structures. Unfortunately, over the past 2 decades, the wide application of acoustical microscopy to biomedicine did not develop as initially predicted. Recently, however, a new generation of biomedical scientists, coupled with a new generation of instruments, has rediscovered this technology and is applying this tool to a myriad of applications in the basic sciences as well as in diagnostic medicine. Here we report our experiences with acoustical microscopy in the evaluation of biopsy specimens, primarily from the human skin. At our institution this technology is replacing conventional optical microscopy in the evaluation of skin lesions as we develop a new standard by which tissue changes and disease processes may be defined. We also report our ongoing development of instrumentation, based on acoustical microscopy, for the noninvasive and minimally invasive diagnosis of tissue state. © 1997 John Wiley & Sons, Inc. Int J Imaging Syst Technol, 8: 61–68, 1997

Applications of acoustical microscopy in diagnostic medicine

Even from the beginnings of acoustical microscopy in the mid-1970s, biomedical problems were thought to be an important application area for this new technology. In fact, the first acoustical microscopy images produced by both Quate at Stanford and Kessler at Zenith were of biological structures. Unfortunately, over the past 2 decades, the wide application of acoustical microscopy to biomedicine did not develop as initially predicted. Recently, however, a new generation of biomedical scientists, coupled with a new generation of instruments, has rediscovered this technology and is applying this tool to a myriad of applications in the basic sciences as well as in diagnostic medicine. Here we report our experiences with acoustical microscopy in the evaluation of biopsy specimens, primarily from the human skin. At our institution this technology is replacing conventional optical microscopy in the evaluation of skin lesions as we develop a new standard by which tissue changes and disease processes may be defined. We also report our ongoing development of instrumentation, based on acoustical microscopy, for the noninvasive and minimally invasive diagnosis of tissue state. © 1997 John Wiley & Sons, Inc. Int J Imaging Syst Technol, 8: 61–68, 1997