Performance measures of racially underrepresented Ph.D. students in biomedical sciences: The UAMS IMSD Program Outcomes

Autor: Tremaine B. Williams, Kristen M. Sterba, Billy R. Thomas, Latrina Y. Prince, Antiño R. Allen, Robert E. McGehee
Jazyk: angličtina
Rok vydání: 2021
Předmět:
Male
Science and Technology Workforce
Biomedical Research
Economics
Social Sciences
Graduates
Careers in Research
Geographical locations
030218 nuclear medicine & medical imaging
0302 clinical medicine
Learning and Memory
Sociology
Underrepresented Minority
Psychology
School Admission Criteria
Minority Groups
Multidisciplinary
Arkansas
Academic Success
Careers
05 social sciences
Outcome measures
050301 education
Professions
Educational Status
Medicine
Female
Research Article
Employment
Adult
Universities
Science Policy
Science
education
Education
03 medical and health sciences
Human Learning
Young Adult
Student development
Learning
Humans
Education
Graduate
Students
Process Measures
Medical education
Descriptive statistics
Standardized Tests
Cognitive Psychology
Biology and Life Sciences
United States
Trainees
Labor Economics
People and Places
North America
Historically black colleges and universities
Cognitive Science
Scientists
Population Groupings
Educational Measurement
0503 education
Undergraduates
Biomedical sciences
Neuroscience
Zdroj: PLoS ONE, Vol 16, Iss 2, p e0246683 (2021)
PLoS ONE
ISSN: 1932-6203
Popis: The purpose of this study was to identify performance measures of racially underrepresented minority (RUM) Ph.D. trainees who needed additional training initiatives to assist with completing the UAMS biomedical science degree. A sample of 37 trainees in the 10-year NIH-NIGMS funded Initiative for Maximizing Student Development (IMSD) program at the University of Arkansas for Medical Sciences (UAMS) were examined. Descriptive statistics and correlations examined process measures (GRE scores, GPAs, etc.) and outcome measures (time-to-degree, publications, post-doctoral fellowship, etc.) While differences were found, there were no statistically significant differences between how these two groups (Historically Black Colleges and Universities (HBCUs) and Predominately White Institutions (PWIs)) of students performed over time as Ph.D. students. Graduates who scored lower on the verbal section of the GRE also had a higher final graduate school grade point average in graduates who received their undergraduate training from HBCUs. Of the graduates who received their undergraduate training from PWIs, graduates who scored lower on the quantitative section of the GRE had higher numbers of publications. These findings stimulate the need to 1) reduce reliance on the use of the GRE in admission committee decisions, 2) identify psychometrically valid indicators that tailored to assess outcome variables that are relevant to the careers of biomedical scientists, and 3) ensure the effective use of the tools in making admission decisions.
Databáze: OpenAIRE
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