Biomedical Science Undergraduate Major: A New Pathway to Advance Research and the Health Professions. Issue 2 (3rd April 2018)

• Record Type: Journal Article
• Authors: Gunn, John S.; Ledford, Cynthia H.; Mousetes, Steven J.; Grever, Michael R.
• Is Part Of: Teaching and learning in medicine. Volume 30:Issue 2(2018)
• Page Start: 184
• Page End: 192
• Publication Date: 2018-04-03
• Subjects: clinical exposure -- curriculum -- biomedical research -- biomedical science -- undergraduate; Medical education -- Periodicals; 610.7
• DOI: 10.1080/10401334.2017.1361827
• Languages: English
• ISSNs: 1040-1334

Abstract

ABSTRACT: Problem: Many students entering professional degree programs, particularly M.D., Ph.D., and M.D./Ph.D., are not well prepared regarding the breadth of scientific knowledge required, communication skills, research experience, reading and understanding the scientific literature, and significant shadowing (for M.D.-related professions). In addition, physician scientists are a needed and necessary part of the academic research environment but are dwindling in numbers. Intervention: In response to predictions of critical shortages of clinician investigators and the lack of proper preparation as undergraduates for these professions, the Biomedical Science (BMS) undergraduate major was created at The Ohio State University to attract incoming college freshmen with interests in scientific research and the healthcare professions. The intent of this major was to graduate an elite cohort of highly talented individuals who would pursue careers in the healthcare professions, biomedical research, or both. Context: Students were admitted to the BMS major through an application and interview process. Admitted cohorts were small, comprising 22 to 26 students, and received a high degree of individualized professional academic advising and mentoring. The curriculum included a minimum of 4 semesters (or 2 years) of supervised research experience designed to enable students to gain skills in clinical and basic science investigation. In addition to covering the prerequisites for medicine and advanced degrees in health professions, the integrated BMS coursework emphasized research literacy as well as skills related to work as a healthcare professional, with additional emphasis on independent learning, teamwork to solve complex problems, and both oral and written communication skills. Supported by Ohio State's Department of Internal Medicine, a unique clinical internship provided selected students with insights into potential careers as physician scientists. Outcome: In this educational case report, we describe the BMS undergraduate major and its outcomes after 10 years of implementation. Major outcomes include the strength of the major's matriculates (average ACT score = 32.6; average high school class percentile rank = 95.5) and the high percentage of BMS students who pursued graduate/professional degrees (91%; n = 110). Other markers of success include the strong focus on research, which resulted in 120 articles published by graduates to date (range = 0–12/student; 43% with at least 1 peer-reviewed journal article). Lessons Learned: Based on its successes, adoption of a similar program at other academic medical centers would help feed the pipeline of well-trained health professionals and biomedical researchers.