Descriptive Characteristics of Undergraduate Research Associate Programs in the United States: Findings from a National Registry

Document Type

Article

Publication Date

1-1-2025

Publication Title

Spartan Med Res J

Keywords

Research Associate Programs (RAPs); Clinical Research Training; Graduate Medical Education (GME); Program Evaluation; Undergraduate Research

Abstract

BACKGROUND: University undergraduate students often seek opportunities to gain exposure to clinical research. Physician residency training programs must engage in scholarly activities and publish their findings. "Research associate programs" (RAPs) can aid with Graduate Medical Education (GME) research. This is the first collective description of these US programs, using data from the Registry of American Research Associates Programs.

METHODS: The American Research Associates Program Registry (ARAPR) was started in 2014 and developed through Medline, direct familiarity, comprehensive online search, and chain-referral sampling. Data fields were selected based on a literature review and an expert panel, and included leadership, funding, research types, training, associates' activities, university affiliation, and the selection process. Results were analyzed using descriptive statistics.

RESULTS: Responses were from 40 of 50 RAPs (80.0%) with a mean of 24 undergraduate associates (SD = 16, range 5-70) in each program. Associates worked on investigator-initiated projects (34/40, 85.0%), prospective research (35/40, 87.5%), retrospective reviews (25/40, 62.5%), and informed consent (38/40, 95.0%). Some also involved associates with data abstraction, protocol development, abstract writing, manuscript preparation, and quality improvement. Most required college course enrollment (25/40, 62.5%). Training included patient confidentiality (HIPAA) and research ethics (39/40, 97.5%).

CONCLUSIONS: This survey provides the first collective descriptive insight into the structures, training, and activities of RAPs. These findings serve as a foundation for institutions considering establishing such programs and highlight the need for future research on measurable outcomes such as student trajectories, publication rates, and program impact.

PubMed ID

41245389

Volume

10

Issue

3

First Page

1

Last Page

6

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