PURPOSE
Medical school faculty engage undergraduate students in research, usually
based on an apprenticeship model, without knowledge of evidence-based
practices for nourishing the development and persistence of these learners. I
designed and lead a small community of faculty from multiple AU colleges that
meets monthly to learn together and to act on individual and group
initiatives to enhance undergraduate research training.
METHODS
The learning community is in its second year. An initial group selected
from applicants by the Vice-Provost included 3 med school, 3 STEM, and 1
public health faculty; a core group of five then invited three new members
directly. The current composition includes 2 Biology, 2 med school, 1 each
Chemistry, Physics, Public Health, and Education faculty. I select ed
research literature on topics of shared interest and set a monthly agenda for
presenting and leading discussion. Topics drawing notable discussion include
“What do the Best Mentors Do?,” Developing CUREs, and Research Skills
Training for Novice Researchers. The Vice-Provost requires participation in 8
75-minute sessions per academic year, implementation of individual and/or
group teaching interventions, and a self-reflection to receive certification.
RESULTS
Participants’ projects include problem sets/games for lab group ranging
from undergrads to postdocs; AI-assisted videos orienting students to
projects; design and funding of a CURE; CIMER research curriculum design; and
developing assessments for trainees and their “bench” mentors. Together we
have submitted detailed recommendations to the Provost and are planning an
inaugural Spring 2026 conference for AU faculty to network and build this
effort across the campus.
CONCLUSIONS
Research experience is an important component for professional training in
medicine and health sciences. Working together in small community with
undergraduate-focused faculty can be fruitful for strengthening research
training at undergraduate and likely medical student levels.