Enhancing Research Dissemination, Science Identity, and Research Self-Efficacy among Underrepresented Biomedical Science Majors: The Impact of Undergraduate Research Experiences

Few studies measuring undergraduate research participation assess research dissemination, despite being a more objective assessment of research participation than self-reported measures. Therefore, this study examined research dissemination activities, science social (SSI) and science personal (SPI) identities, and research self-efficacy (RSE), among undergraduate biomedical science majors from primarily underrepresented groups (URG). Data were stratified into the following groups: 1) students in BUILD PODER (BP), a research training program with faculty mentorship and mandatory research dissemination; 2) nonBP students with a faculty mentor (nonBP+M), and 3) nonBP students without mentorship (nonBP-M). Results indicate that all groups reported similar SSI levels during the freshman year of college, yet BP students reported the highest levels of SSI, SPI, and RSE by graduation. Another key finding was that, among all groups, involvement in research dissemination activities strongly predicted higher levels of SPI and RSE. Examining the predictive value of research dissemination helps clarify how BP participation produces such strong outcomes for URG students. Given that higher science identity and RSE are associated with pursuing a science, technology, engineering, and mathematics (STEM) graduate degree and career, undergraduates from URGs should be provided opportunities and support to conduct research dissemination activities, access faculty mentorship, and, if possible, access to comprehensive training programs like BP.