What is informed consent?

How do we approach informed consent with START?

About our Biomedical Workforce Development study

Biomedical Workforce Development

OHSU IRB #22889; Approved July 2021
Principal Investigator:  Lisa Marriott, PhD; 
Co-Investigators: Mollie Marr, PhD; Jackie Shannon, PhD; Aaron Raz Link, MA

This study explores factors associated with biomedical workforce professional development.  It measures the development of STEM beliefs and psychosocial factors over time, including how courses, training experiences, and/or instructional practices influence decision-making and career trajectories.  This study explores the representation of professional self in portfolio materials for diverse trainees and professionals. Finally, it explores how sharing experiential stories and professional portfolio documents can impact the development of current and future biomedical workforce professionals.  This study intentionally supports collaboration and document sharing to improve workforce training efforts for students and educators alike. By building an interprofessional repository of data, interview stories, and professional portfolios, we aspire to document factors associated with STEM development and persistence across biomedical fields.  Our research strives to help biomedical trainees plan feasible paths and make informed decisions as they join the biomedical workforce.

Goal 1

STEM & Health Outcomes

Identifies psychosocial factors associated with professional development in Science, Technology, Engineering, and Math (STEM) fields across training levels and career development. Psychosocial factors describe the intersection of psychological and social influences that can impact mental states and decision-making (Upton, 2013). Classic examples include stress, social support, and work environments, which can influence beliefs in abilities, interest in an area, and career trajectories. 

Example data: 

Information sheet: 

Goal 2

Course and Program Engagement

Identifies course-related factors that engage and support diverse STEM learners.  Courses include traditional classroom experiences, but also informal and non-formal training environments (e.g., programs, workshops, internships, conference engagement, professional development sessions, etc.). As we use multiple modalities for delivering training and education, this aim seeks to understand what works in training and educational engagement.

Example data: course & training evaluations, interviews, focus groups, photovoice, written reflections, grades and/or test scores, competency attainment, credit hours, graduation status

Information sheet:

Goal 3

Professional Portfolio Research

Studies how trainees across levels and fields are representing themselves in professional portfolios (high school through faculty). Determines the impact of sharing professional portfolios and how revisions manifest over time based on experiences and feedback.

Example data: resumes, CVs, biosketches, personal statements, scholarship & application essays, individual development plans, faculty promotion dossiers, teaching philosophy statements, etc.

Information Sheets:

Previous:  About Institutional Review Boards

Up next:  Data Privacy