Preparing the Psychology Workforce: Outcomes of a Novel Post-Baccalaureate Training Program at an Academic Medical Center

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Roche, Megan M. Griffith, Chenelle Miller, Cynthia A. Gerhardt, and 3 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7537969/v1 This work is licensed under a CC BY 4.0 License Status: Published Journal Publication published 11 Mar, 2026 Read the published version in Journal of Clinical Psychology in Medical Settings → Version 1 posted 9 You are reading this latest preprint version Abstract Introduction Graduate school admissions are increasingly competitive and few studies have documented post-baccalaureate (post-bacc) training program outcomes. This paper describes a post-bacc training program and aims to: (a) characterize participants and program recruitment, (b) examine productivity and graduate school matriculation, and (c) assess change in key outcomes (e.g., publications) demographic characteristics and program reflections. Methods Seventy-nine post-baccs have completed the Post-Baccalaureate Training Program since 2017. Data on publications were obtained via institution record-keeping and public resources (e.g., PubMed). Starting in 2021, new post-baccs ( n =29) completed entry and exit surveys (reporting demographics/academic history, awards/honors, publications/presentations, research skill confidence, and next steps) Results Of the 79 post-baccs, 89% ( n =70) matriculated to graduate or medical school (41% in clinical psychology). The median number of publications during training was three. Publications, presentations, and confidence were higher at exit vs. entry ( p’s .05). Program satisfaction was high. Discussion Findings demonstrate success preparing post-baccs for admission into advanced degree programs, improving research productivity/skill (regardless of underrepresented group status), and garnering high satisfaction among post-baccs. This program model can serve as a bridge, offering rigorous clinical research training for the future workforce of clinical psychologists and related professionals. Workforce development training post-baccalaureate underrepresented groups Figures Figure 1 Figure 2 Figure 3 Introduction Graduate school admissions have become increasingly competitive in the past decade (American Psychological Association, 2011, 2017; Calhoun, 2013; Hall et al., 2016; Michalski, 2021). As a result, the demand for opportunities between undergraduate completion and application to graduate school has grown – often in the form of “post-baccalaureate” (post-bacc) programs (Lagbo, 2025). Most post-bacc programs have a pre-medical emphasis (Association of American Medical Colleges, 2021), are coursework-intensive, and/or require tuition or fees (Zinger, 2020). Further, there is limited evidence regarding who participates (e.g., sociodemographic characteristics) in and the outcomes (e.g., attainment of research skills, graduate school matriculation) of post-bacc program participants. Promoting clinical science training among future researchers is a key goal of those in training and education-related positions (Meagher et al., 2022). In addition to incorporating the prerequisite skills for clinical psychology and other advanced degree training programs (Smith & Thew, 2017), clinical research has emerged as a distinct discipline due, in part, to the rapid growth and the technological expertise required to conduct scientific research (Bhatt, 2010). To facilitate high quality research, clinical psychology and other health science disciplines have identified and integrated training for primary research competencies (e.g., Scientific Concepts and Design, Data Management and Informatics) ( Competency Domains for Clinical Research Professionals , 2025) to optimize research outcomes and care delivery (Smith & Thew, 2017). Additionally, with the rapid growth of technology in recent years, the need for specialized training in the creation and testing of interventions and treatment methodologies is increasingly important in promoting evidence-based care (Hershenberg et al., 2012). However, most clinical research training has focused on the graduate and faculty levels or among those with established clinical research careers (Meagher et al., 2022). Therefore, there is a clear need for the promotion of research training earlier in the career course. To address these needs, a post-bacc training program was developed in 2017 to provide employed early career clinical research professionals with career preparation, research enhancement, and professional development opportunities (Theroux et al., 2023). In a previous manuscript, we outlined this program’s development, format, and early entry information from an initial cohort of post-baccs (Theroux et al., 2023). Key program components center on a program seminar series (e.g., career paths panel), resources and networking (e.g., centered-supported travel awards), institutional seminars and trainings (e.g., SPSS training), and mentorship (e.g., opportunities for faculty support with graduate school applications) (Theroux et al., 2023). The initial cohort primarily expressed an interest in clinical psychology (child or pediatric) but rated themselves as “somewhat confident” in their research skills and noted a lack of manuscript writing experience (Theroux et al., 2023). These findings underscored the need for more robust training and experience in clinical research prior to admission to psychology and other health science graduate school programs. Therefore, we enhanced the post-bacc program by adding more hands-on workshops to promote confidence in research skills and increase productivity. We also created more structure by developing enrollment procedures, monitoring attendance, and collecting recruitment/outcomes data. The aims of this manuscript were to: (a) characterize participants and recruitment into the program, (b) examine graduate school matriculation and productivity among all post-baccs who have completed the program, and (c) assess self-reported change in key outcomes (e.g., publications, associated factors (e.g., demographic characteristics), and reflections on the post-bacc program (e.g., satisfaction). Methods Program description The Post-Bacc Training Program is an optional program in which clinical research coordinators can participate during their employment. Post-baccs are first hired individually by a principal investigator for a one-to-two-year position. Information about the Post-Bacc Training Program is included during the interview process for post-bacc clinical research coordinators. Within approximately one month of starting, post-baccs may opt in to the Post Bacc Training Program by completing a Program Enrollment Acknowledgement Form with their supervisor stating that they will attend 75% of seminars per program cycle (July – June) to maintain enrollment. A committee of principal investigators and post-bacc representatives from each cohort meet quarterly to review seminar topics, coordinate the monthly seminar schedule, and modify the curriculum based on participant feedback. The curriculum is designed to span one-year and includes seminar topics such as mentoring relationships, manuscript writing, and options for various career paths (Theroux et al., 2023). Prior to each seminar, post-baccs can submit questions about the seminar topic. This allows for presentations to be tailored to the needs of the current post-bacc cohort. At the conclusion of each seminar, post-baccs complete a survey to provide feedback for the speaker and the committee to inform/improve future seminars. Speakers volunteer their time to provide these seminars for this unfunded program. Design and sample This study was Institutional Review Board exempt. Undergraduate institution and graduate program matriculation data were obtained from an institutional database for all post-baccs who participated in the program (2017-2025). Research productivity was measured by the number of publications on which an individual post-bacc was an author based on publicly available sources (e.g., Google Scholar, PubMed). Self-reported entry and exit data were assessed from post-baccs between 2021-2025. Entry data (sociodemographic characteristics, academic history, future career and academic plans, research productivity, confidence in research skills, and honors and awards) were collected via self-report prior to program start. Upon program exit, enrolled cohort post-baccs (2021-2025) completed an exit survey that assessed research productivity, honors/awards, future career/academic plans, program reflections (“Did participation in the Post-Bacc program help you towards your career goal? Why or why not?” ), and confidence in research skills. All surveys were completed in REDCap. Analysis To characterize geographic data regarding post-baccs undergraduate institution location and where they pursued next steps (i.e., graduate school location), geographical visualizations were created using R software (Team, 2025). Descriptive statistics were used to summarize survey data (e.g., publications, graduate school matriculation). Wilcoxon signed rank tests were used to compare cohort entry and exit data (awards/honors, publications, presentations, and research skill confidence). To examine associated factors (e.g., underrepresented group (URG) status – see Table 1 for definitions) with these key program outcomes, Mann-Whitney U tests were used. Thematic analysis, via the constant comparative method (Glaser, 1965), was used to inductively examine common sentiments across the free response items on the survey (e.g., feedback and/or suggestions) and was performed by two independent coders (MG and CR). All statistical analyses were conducted in SPSS (IBM SPSS Statistics for Windows, Version 25.0. Armonk, NY, USA: IBM Corp). Results Recruitment of program participants Seventy-nine post-baccs have completed the program since 2017. Forty-seven percent of post-baccs received their bachelor’s degree in Ohio ( n = 37). (See Figure 1). Overall Graduate School Productivity and Matriculation (2017-2025) Among the 79 post-baccs who have completed the program, the median total number of publications per post-bacc was 3 (range: 0-16) and first authored was 1 (range: 0-5). Seventy post-baccs (89%) enrolled in a graduate-level program upon completion. Of those, 40% ( n = 28) matriculated into a clinical psychology Ph.D. program, and 13% ( n = 9) enrolled in medical school (MD or DO) ( Figure 2 ). Ohio was the most represented location of post-bacc matriculation (27%, n = 19) ( Figure 3 ). Self-Reported Change in Key Metrics and Program Reflections (2021-2025) During the period in which entry and exit surveys were implemented (2021-2025), 28 individuals completed both an entry and exit survey. The median age of post-baccs was 23 years (21-32) at entry and 24 years (22-32) at exit, with most identifying as female ( n = 23; 82%) (Table 1). Entry and exit survey data are presented in Table 2 . Using the Wilcoxon Signed Rank Test, the number of first-authored and co-authored publications was significantly higher for post-baccs at program exit (M=2, SD=2.2) compared to entry ( M = 0, SD =0.6) ( p <0.01). There was also a significant difference in the number of poster presentations (entry M = 1.0, SD = 2.3 vs. exit M = 3.0, SD = 2.0, p = 0.02). Self-reported confidence in research skills was significantly higher at exit (entry M = 1.5, SD = 0.73 vs. exit M = 2.5, SD = 0.61, p = 0.002). Mann-Whitney U tests revealed no statistically significant differences in awards/honors, publications, presentations, and confidence in research skills by URG status ( p’s > .05). Of note, during this timeframe, 82% ( n = 23) of incoming post-baccs reported a desire to pursue a Ph.D. in clinical psychology, and 32% ( n = 9) ultimately applied to and matriculated into a clinical psychology Ph.D. program. Thirty-six percent ( n = 10) changed their career goals while in the post-bacc program and pursued a different graduate program than they reported on their entry survey. Regarding their future plans at exit, 100% of post-baccs were satisfied/very satisfied with their next steps. Qualitatively, most post-baccs reported that the seminars and mentorship provided in the training program prepared them well for graduate school applications; most useful were the seminars on structuring CVs and writing personal statements. Additionally, post baccs shared that the program helped them explore a variety of career paths and degree options within the health sciences. They reported that the seminars prepared them well to make an informed career decision prior to applying to graduate programs. Finally, regarding research skills, post-baccs found the training program to be helpful in acquiring experience in statistics and manuscript writing, reporting that these skills enhanced their job performance and graduate school applications. Discussion This study highlights the characteristics and outcomes of a post-bacc program designed to prepare students for admission into graduate programs. Findings demonstrate the success of this program in attracting talented students from local universities, preparing students for admission into advanced degree programs, improving research productivity and skill (inclusive of URG status), and garnering high satisfaction among program participants. Overall, findings point towards the unique role of this post-bacc program model in providing students with a bridge between their undergraduate and graduate degree programs, offering rigorous clinical research training to the future workforce of clinical psychologists and related professionals. Nearly half of post-baccs received their bachelor’s degree from an institution in the same state as the post-bacc program. Several studies have shown that prior location exposure (either living or studying) is associated with workplace location decision-making, particularly in rural-serving institutions (Couch et al., 2021; Gillham & Ristevski, 2007; King et al., 2010; Lee & Mackenzie, 2003; Whitford et al., 2012). In the context of pediatric psychology, this is particularly important as these individuals may be particularly attuned and familiar with the unique needs of the local patient population ( Inclusive, Local Hiring , 2025). Additionally, research has shown the “return on investment” associated with attracting local students into medical/health science fields, which can be especially beneficial to underserved areas (Beck Dallaghan et al., 2021). This concept is further emphasized by findings on graduate school matriculation as most attended a graduate program in Ohio, with the other two most-represented states also located in the Midwest. Thus, not only do these programs benefit the individual in terms of graduate school admission, but they also have the potential to provide community-level benefits by creating a pathway for well-qualified professionals to enter the local workforce (Beck Dallaghan et al., 2021; Couch et al., 2021; Metz, 2017). Further, post-baccs demonstrated high levels of research productivity. Documented rigorous research experience, particularly clinical research, is a highly impactful component of a psychology graduate program applications (American Psychological Association, 2017). The post-bacc program allows for individuals to work full-time on research projects, many of which are federally funded, taking on responsibilities in study management, data analysis, and the dissemination of findings. The median number of publications among individual post-baccs was three, with a median number of one first-authored publication. Having tangible evidence of research experience is an important factor considered by many graduate committees (American Psychological Association, 2017). Gathering data on productivity across post-baccs further highlights the important dual role of this type of program — providing personnel support to principal investigators, while creating valuable training opportunities in clinical research (Meagher et al., 2022). In terms of graduate school program outcomes, most post-baccs matriculated into clinical psychology programs (42%) followed by medical school (13%). A substantial portion of students entered the program with an interest in pursuing a graduate degree in clinical psychology (82%), but only half ended up matriculating into this program type. Clinical psychology is a highly competitive field, with an average acceptance rate of 13% (American Psychological Association, 2017). A focus of the post-bacc program is career exploration, and post-baccs are provided with several opportunities (e.g., mentorship, career panel seminars) to refine their career goals and explore other disciplines. More than one-third of program participants changed their career goals from entry to exit, and most program participants reported feeling satisfied or highly satisfied (no one reported feeling lower than neutral) about their next steps. This suggests the augmented opportunities between the undergraduate and graduate level may prevent career misalignment. Comparing entry and exit data, we found a statistically significant increase in productivity: post-baccs had significantly higher numbers of publications, presentations, and greater confidence at exit. Further, URG post-baccs had similar outcomes compared to non-URG post-baccs emphasizing the effectiveness of the post-bacc program across backgrounds and identities. These findings also highlight the important role that post-bacc programs may have in promoting representation in advanced degree programs. URG students experience significant barriers accessing higher education and graduate school admission (Royal & Auter, 2018; Wilbur & Roscigno, 2016). The lack of representation of certain groups in the behavioral and health science workforce is concerning and has potential negative implications for clinical care (Cheng et al., 2023; Jones & Mandell, 2020; Metz, 2017; Nirmita et al., 2022; Takeshita et al., 2020). Additionally, in the context of clinical research, a key professional organization, the Association for Clinical and Translational Science, has identified a diverse workforce as essential for advancing the field (Corsino & Fuller, 2021). As such, creating opportunities for post-baccs to access training opportunities in clinical research, psychology, and related fields is a positive step towards creating a diverse workforce and closing the supply and demand gap. Post-baccs demonstrated overwhelming satisfaction with their experience in the program. Seminar topics, mentorship, and skill-building were reflected upon by participants as components that they found to be most impactful. Gathering program reflections provide key insight into the post-bacc experience. Future iterations will seek to continue to assess participant reflections to further identify post-bacc needs and refine program aims. Despite these promising findings, there are some limitations to note. First, all entry and exit data were self-reported. Second, all post-baccs were hired as full-time clinical research coordinators, undergoing a rigorous application process. Therefore, post-baccs participating in the Post-Bacc Training Program may already be more prepared for admission into a graduate program. Further, post-baccs are hired by the principal investigators or other senior research staff, so there is variation in the training and skills provided in each lab. As the Post-Bacc Training Program evolves, we are continuing to track metrics for the program and exploring ways to optimize the training of post-bacc participants. Future directions should focus on long-term career outcomes of post-bacc participants. Additionally, identifying program facilitators and barriers, using implementation science-grounded principles, is necessary to promote the translation of this program across settings and institutions. Despite these limitations, this study contributes to the workforce development literature by highlighting the success of this program model in recruiting local students, preparing for graduate school entry, and increasing clinical research skill development, confidence, and outcomes (e.g., publications and presentations) across all post-baccs (inclusive of URG status). Overall, the key elements of this program (e.g., mentorship, seminars, research training) can be applied at other institutions to support additional post-baccs pursuing a graduate education in health sciences, including clinical psychology. Importantly, these types of efforts have potential to improve equitable outcomes among those underrepresented in psychology and other health-related fields. Declarations Ethics approval This study was reviewed the Nationwide Children’s Hospital Institutional Review Board and determined to be exempt from full review. Funding The authors did not receive funding from any organization. Author Contribution All authors approved the manuscript for submission. CIR and MMG equally contributed to this manuscript as co-first authors. LN and CC conceived of and designed the present study, contributing equally as co-senior authors. CIR, MMG, and CM conducted the primary data collection. CR and MG drafted the manuscript, performed the data analyses, and created the tables and figures. CG and AP contributed to the writing and editing of the final manuscript. Data Availability The datasets generated during and/or analyzed during the current study are not publicly available due to ethical requirements based on the risk of participant identification. References American Psychological Association. (2011). Number of Applications, Acceptances, Enrollments, and Degrees Awarded in U.S. APA-Accredited PhD Programs: 2009-10 In . American Psychological Association: APA Center for Workforce Studies. American Psychological Association. (2017). 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Tables Table 1 Entry Survey Demographics (N = 28) n (%) Median age (range) 23 (range: 21–32) Sex Female 23 (82) Male 5 ( 18 ) United States citizen Yes 24 (86) No 4 ( 14 ) Race and ethnicity a * African 1 ( 4 ) Black, Afro-Caribbean, or African American 6 ( 21 ) Central or South American 2 ( 7 ) East Asian or Asian American 7 ( 25 ) Middle Eastern or Arab American 0 (0) South Asian or Indian American 1 ( 4 ) White or European 15 (54) Not of Hispanic, Latinx, or Spanish Origin 24 (86) Hispanic, Latinx, or Spanish Origin 4 ( 12 ) Underrepresented group Yes b Underrepresented Racial and Ethnic Minority (URM) 7 ( 25 ) c Disadvantaged background 4 ( 14 ) Has a disability 7 ( 25 ) No 16 (57) Education Bachelor’s Degree 24 (86) Master’s Degree 4 ( 14 ) Major/field of study during highest degree a Psychology 23 (82) Biology 1 ( 4 ) Human Development and Family Science 2 ( 7 ) Other 6 ( 21 ) Pursued a minor degree program a Neuroscience 1 ( 4 ) Public Health 2 ( 7 ) Sociology 2 ( 7 ) Other 11 (39) No minor 12 (43) a Some questions are “select all that apply” therefore percentages may not total to 100%. b The National Institutes for Health (NIH) defined the following racial and ethnic groups as significantly underrepresented in science: Black/African American, Hispanic/Latino, American Indian or Alaska Native, Native Hawaiian and Pacific Islander c Disadvantaged backgrounds in biomedical and health sciences include: Were or currently are homeless, were in the foster care system, were eligible for the Federal Free and Reduced Lunch Program for two or more years, have/had no parents or legal guardians who completed a bachelor’s degree, were or currently are eligible for Federal Pell grants, received support from the Special Supplemental Nutrition Program for Women, Infants and Children (WIC) as a parent or child, grew up in a U.S. rural area or low-income and health professional shortage area. Two of these criteria must apply to meet this definition. (Individuals from Disadvantaged Backgrounds, 2024). *1 person declined to disclose their race and ethnicity. Table 2 Entry and Exit Metrics (N = 28) Entry n (%) Exit n (%) Number of honors and awards 0 14 (50) 8 ( 29 ) 1 3 ( 11 ) 5 ( 18 ) 2 5 ( 18 ) 5 ( 18 ) ≥ 3 6 ( 21 ) 10 (35) Number of first-authored papers published in peer-reviewed academic journals 0 26 (93) 17 (61) 1 2 ( 7 ) 8 ( 29 ) 2 0 (0) 2 ( 7 ) ≥ 3 0 (0) 1 ( 4 ) Number of first-authored papers under review 0 28 (100) 18 (64) 1 0 (0) 6 ( 21 ) 2 0 (0) 4 ( 14 ) Number of co-authored papers published in peer-reviewed academic journals 0 23 (82) 9 ( 32 ) 1 4 ( 14 ) 10 (36) 2 1 ( 4 ) 4 ( 14 ) ≥ 3 0 (0) 5 ( 18 ) Number of co-authored papers under review 0 20 (71) 11 (39) 1 6 ( 21 ) 13 (46) 2 0 (0) 1 ( 4 ) ≥ 3 2 ( 7 ) 3 ( 11 ) First-author poster presentation 0 10 (36) 4 ( 14 ) 1 7 ( 25 ) 5 ( 18 ) 2 5 ( 18 ) 6 ( 21 ) ≥ 3 6 ( 18 ) 13 (47) Number of oral presentations at academic conference 0 24 (86) 17 (61) 1 0 (0) 10 (36) 2 4 ( 14 ) 1 ( 4 ) ≥ 3 0 (0) 0 (0) Graduate programs of interest at program entry a Clinical Child Psychology 16 (57) - Clinical Adult Psychology 7 ( 25 ) - Counseling Psychology 4 ( 14 ) - Developmental Psychology 5 ( 18 ) - Medical School 4 ( 14 ) - Public Health 9 ( 32 ) - School Psychology 4 ( 14 ) - Social Work 2 ( 7 ) - Other 8 ( 29 ) - Confidence in clinical research skills Not confident at all 3 ( 11 ) 0 (0) Somewhat confident 13 (46) 2 ( 7 ) Confident 10 (36) 10 (36) Very Confident 2 ( 7 ) 16 (57) Satisfaction with the post-bacc program Neutral - 1 ( 4 ) Satisfied - 14 (50) Very Satisfied - 13 (46) Satisfaction with mentorship in post-bacc program Neutral - 4 ( 14 ) Satisfied - 11 (39) Very Satisfied - 13 (46) Satisfaction with culture in post-bacc program Neutral - 8 ( 29 ) Satisfied - 14 (50) Very Satisfied - 6 ( 21 ) Satisfaction with monthly post-bacc seminars Neutral - 2 ( 7 ) Satisfied - 16 (57) Very Satisfied - 10 (36) a Some questions are “select all that apply” therefore percentages may not total to 100%. b Statistical package for social sciences (SPSS) c Pediatric research presentation series (PRPS) Additional Declarations No competing interests reported. Cite Share Download PDF Status: Published Journal Publication published 11 Mar, 2026 Read the published version in Journal of Clinical Psychology in Medical Settings → Version 1 posted Editorial decision: Revision requested 10 Dec, 2025 Reviews received at journal 05 Dec, 2025 Reviewers agreed at journal 30 Oct, 2025 Reviews received at journal 06 Oct, 2025 Reviewers agreed at journal 13 Sep, 2025 Reviewers invited by journal 08 Sep, 2025 Editor assigned by journal 08 Sep, 2025 Submission checks completed at journal 06 Sep, 2025 First submitted to journal 04 Sep, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. As a division of Research Square Company, we’re committed to making research communication faster, fairer, and more useful. We do this by developing innovative software and high quality services for the global research community. Our growing team is made up of researchers and industry professionals working together to solve the most critical problems facing scientific publishing. Also discoverable on Platform About Our Team In Review Editorial Policies Advisory Board Help Center Resources Author Services Accessibility API Access RSS feed Manage Cookie Preferences © Research Square 2026 | ISSN 2693-5015 (online) Privacy Policy Terms of Service Do Not Sell My Personal Information {"props":{"pageProps":{"initialData":{"identity":"rs-7537969","acceptedTermsAndConditions":true,"allowDirectSubmit":false,"archivedVersions":[],"articleType":"Research Article","associatedPublications":[],"authors":[{"id":514569333,"identity":"a2e539e1-9b52-4b45-937e-e20dbd2e8b95","order_by":0,"name":"Charleen I. 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As a result, the demand for opportunities between undergraduate completion and application to graduate school has grown \u0026ndash; often in the form of \u0026ldquo;post-baccalaureate\u0026rdquo; (post-bacc) programs (Lagbo, 2025). Most post-bacc programs have a pre-medical emphasis (Association of American Medical Colleges, 2021), are coursework-intensive, and/or require tuition or fees (Zinger, 2020). Further, there is limited evidence regarding who participates (e.g., sociodemographic characteristics) in and the outcomes (e.g., attainment of research skills, graduate school matriculation) of post-bacc program participants.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003ePromoting clinical science training among future researchers is a key goal of those in training and education-related positions (Meagher et al., 2022). In addition to incorporating the prerequisite skills for clinical psychology and other advanced degree training programs (Smith \u0026amp; Thew, 2017), clinical research has emerged as a distinct discipline due, in part, to the rapid growth and the technological expertise required to conduct scientific research (Bhatt, 2010). To facilitate high quality research, clinical psychology and other health science disciplines have identified and integrated training for primary research competencies (e.g., Scientific Concepts and Design, Data Management and Informatics) (\u003cem\u003eCompetency Domains for Clinical Research Professionals\u003c/em\u003e, 2025) to optimize research outcomes and care delivery (Smith \u0026amp; Thew, 2017). Additionally, with the rapid growth of technology in recent years, the need for specialized training in the creation and testing of interventions and treatment methodologies is increasingly important in promoting evidence-based care (Hershenberg et al., 2012). However, most clinical research training has focused on the graduate and faculty levels or among those with established clinical research careers (Meagher et al., 2022). Therefore, there is a clear need for the promotion of research training earlier in the career course.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eTo address these needs, a post-bacc training program was developed in 2017 to provide employed early career clinical research professionals with career preparation, research enhancement, and professional development opportunities (Theroux et al., 2023). In a previous manuscript, we outlined this program\u0026rsquo;s development, format, and early entry information from an initial cohort of post-baccs (Theroux et al., 2023). Key program components center on a program seminar series (e.g., career paths panel), resources and networking (e.g., centered-supported travel awards), institutional seminars and trainings (e.g., SPSS training), and mentorship (e.g., opportunities for faculty support with graduate school applications) (Theroux et al., 2023). The initial cohort primarily expressed an interest in clinical psychology (child or pediatric) but rated themselves as \u0026ldquo;somewhat confident\u0026rdquo; in their research skills and noted a lack of manuscript writing experience (Theroux et al., 2023).\u003c/p\u003e\n\u003cp\u003eThese findings underscored the need for more robust training and experience in clinical research prior to admission to psychology and other health science graduate school programs. Therefore, we enhanced the post-bacc program by adding more hands-on workshops to promote confidence in research skills and increase productivity. We also created more structure by developing enrollment procedures, monitoring attendance, and collecting recruitment/outcomes data. The aims of this manuscript were to: (a) characterize participants and recruitment into the program, (b) examine graduate school matriculation and productivity among all post-baccs who have completed the program, and (c) assess self-reported change in key outcomes (e.g., publications, associated factors (e.g., demographic characteristics), and reflections on the post-bacc program (e.g., satisfaction).\u0026nbsp;\u003c/p\u003e"},{"header":"Methods","content":"\u003cp\u003e\u003cstrong\u003eProgram description\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThe Post-Bacc Training Program is an optional program in which clinical research coordinators can participate during their employment. Post-baccs are first hired individually by a principal investigator for a one-to-two-year position. Information about the Post-Bacc Training Program is included during the interview process for post-bacc clinical research coordinators. Within approximately one month of starting, post-baccs may opt in to the Post Bacc Training Program by completing a Program Enrollment Acknowledgement Form with their supervisor stating that they will attend 75% of seminars per program cycle (July \u0026ndash; June) to maintain enrollment.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eA committee of principal investigators and post-bacc representatives from each cohort meet quarterly to review seminar topics, coordinate the monthly seminar schedule, and modify the curriculum based on participant feedback. The curriculum is designed to span one-year and includes seminar topics such as mentoring relationships, manuscript writing, and options for various career paths (Theroux et al., 2023). Prior to each seminar, post-baccs can submit questions about the seminar topic. This allows for presentations to be tailored to the needs of the current post-bacc cohort. At the conclusion of each seminar, post-baccs complete a survey to provide feedback for the speaker and the committee to inform/improve future seminars. Speakers volunteer their time to provide these seminars for this unfunded program.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDesign and sample\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eThis study was Institutional Review Board exempt. Undergraduate institution and graduate program matriculation data were obtained from an institutional database for all post-baccs who participated in the program (2017-2025). Research productivity was measured by the number of publications on which an individual post-bacc was an author based on publicly available sources (e.g., Google Scholar, PubMed).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eSelf-reported entry and exit data were assessed from post-baccs between 2021-2025. Entry data (sociodemographic characteristics, academic history, future career and academic plans, research productivity, confidence in research skills, and honors and awards) were collected via self-report prior to program start. Upon program exit, enrolled cohort post-baccs (2021-2025) completed an exit survey that assessed research productivity, honors/awards, future career/academic plans, program reflections \u003cem\u003e(\u0026ldquo;Did participation in the Post-Bacc program help you towards your career goal? Why or why not?\u0026rdquo;\u003c/em\u003e), and confidence in research skills. All surveys were completed in REDCap.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eAnalysis\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eTo characterize geographic data regarding post-baccs undergraduate institution location and where they pursued next steps (i.e., graduate school location), geographical visualizations were created using R software (Team, 2025). Descriptive statistics were used to summarize survey data (e.g., publications, graduate school matriculation). Wilcoxon signed rank tests were used to compare cohort entry and exit data (awards/honors, publications, presentations, and research skill confidence). To examine associated factors (e.g., underrepresented group (URG) status \u0026ndash; \u003cstrong\u003esee Table 1\u003c/strong\u003e for definitions) with these key program outcomes, Mann-Whitney U tests were used. Thematic analysis, via the constant comparative method (Glaser, 1965), was used to inductively examine common sentiments across the free response items on the survey (e.g., feedback and/or suggestions) and was performed by two independent coders (MG and CR). All statistical analyses were conducted in SPSS (IBM SPSS Statistics for Windows, Version 25.0. Armonk, NY, USA: IBM Corp).\u0026nbsp;\u003c/p\u003e"},{"header":"Results","content":"\u003cp\u003e\u003cstrong\u003eRecruitment of program participants\u0026nbsp;\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSeventy-nine post-baccs have completed the program since 2017. Forty-seven percent of post-baccs received their bachelor\u0026rsquo;s degree in Ohio (\u003cem\u003en\u0026nbsp;\u003c/em\u003e= 37). \u003cstrong\u003e(See Figure 1).\u003c/strong\u003e \u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eOverall Graduate School Productivity and Matriculation (2017-2025)\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eAmong the 79 post-baccs who have completed the program, the median total number of publications per post-bacc was 3 (range: 0-16) and first authored was 1 (range: 0-5). Seventy post-baccs (89%) enrolled in a graduate-level program upon completion. Of those, 40% (\u003cem\u003en\u003c/em\u003e = 28) matriculated into a clinical psychology Ph.D. program, and 13% (\u003cem\u003en\u003c/em\u003e = 9) enrolled in medical school (MD or DO) (\u003cstrong\u003eFigure 2\u003c/strong\u003e). Ohio was the most represented location of post-bacc matriculation (27%, \u003cem\u003en\u003c/em\u003e = 19) (\u003cstrong\u003eFigure 3\u003c/strong\u003e).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eSelf-Reported Change in Key Metrics and Program Reflections (2021-2025)\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eDuring the period in which entry and exit surveys were implemented (2021-2025), 28 individuals completed both an entry and exit survey. The median age of post-baccs was 23 years (21-32) at entry and 24 years (22-32) at exit, with most identifying as female (\u003cem\u003en\u003c/em\u003e = 23; 82%) \u003cstrong\u003e(Table 1).\u003c/strong\u003e Entry and exit survey data are presented in \u003cstrong\u003eTable 2\u003c/strong\u003e.\u003c/p\u003e\n\u003cp\u003eUsing the Wilcoxon Signed Rank Test, the number of first-authored and co-authored publications was significantly higher for post-baccs at program exit (M=2, SD=2.2) compared to entry (\u003cem\u003eM\u003c/em\u003e = 0, \u003cem\u003eSD\u003c/em\u003e=0.6) (\u003cem\u003ep\u003c/em\u003e\u0026lt;0.01). There was also a significant difference in the number of poster presentations (entry \u003cem\u003eM\u003c/em\u003e = 1.0, \u003cem\u003eSD\u003c/em\u003e = 2.3 vs. exit \u003cem\u003eM\u003c/em\u003e = 3.0, SD = 2.0, \u003cem\u003ep\u0026nbsp;\u003c/em\u003e= 0.02). Self-reported confidence in research skills was significantly higher at exit (entry \u003cem\u003eM\u003c/em\u003e = 1.5, \u003cem\u003eSD\u003c/em\u003e = 0.73 vs. exit \u003cem\u003eM\u003c/em\u003e = 2.5, \u003cem\u003eSD\u003c/em\u003e = 0.61, \u003cem\u003ep\u0026nbsp;\u003c/em\u003e= 0.002). Mann-Whitney U tests revealed no statistically significant differences in awards/honors, publications, presentations, and confidence in research skills by URG status (\u003cem\u003ep\u0026rsquo;s\u0026nbsp;\u003c/em\u003e\u0026gt; .05).\u003c/p\u003e\n\u003cp\u003eOf note, during this timeframe, 82% (\u003cem\u003en\u003c/em\u003e = 23) of incoming post-baccs reported a desire to pursue a Ph.D. in clinical psychology, and 32% (\u003cem\u003en\u003c/em\u003e = 9) ultimately applied to and matriculated into a clinical psychology Ph.D. program. Thirty-six percent (\u003cem\u003en\u003c/em\u003e = 10) changed their career goals while in the post-bacc program and pursued a different graduate program than they reported on their entry survey. Regarding their future plans at exit, 100% of post-baccs were satisfied/very satisfied with their next steps.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eQualitatively, most post-baccs reported that the seminars and mentorship provided in the training program prepared them well for graduate school applications; most useful were the seminars on structuring CVs and writing personal statements. Additionally, post baccs shared that the program helped them explore a variety of career paths and degree options within the health sciences. They reported that the seminars prepared them well to make an informed career decision prior to applying to graduate programs. Finally, regarding research skills, post-baccs found the training program to be helpful in acquiring experience in statistics and manuscript writing, reporting that these skills enhanced their job performance and graduate school applications.\u003c/p\u003e"},{"header":"Discussion","content":"\u003cp\u003eThis study highlights the characteristics and outcomes of a post-bacc program designed to prepare students for admission into graduate programs. Findings demonstrate the success of this program in attracting talented students from local universities, preparing students for admission into advanced degree programs, improving research productivity and skill (inclusive of URG status), and garnering high satisfaction among program participants. Overall, findings point towards the unique role of this post-bacc program model in providing students with a bridge between their undergraduate and graduate degree programs, offering rigorous clinical research training to the future workforce of clinical psychologists and related professionals.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eNearly half of post-baccs received their bachelor\u0026rsquo;s degree from an institution in the same state as the post-bacc program. Several studies have shown that prior location exposure (either living or studying) is associated with workplace location decision-making, particularly in rural-serving institutions (Couch et al., 2021; Gillham \u0026amp; Ristevski, 2007; King et al., 2010; Lee \u0026amp; Mackenzie, 2003; Whitford et al., 2012). In the context of pediatric psychology, this is particularly important as these individuals may be particularly attuned and familiar with the unique needs of the local patient population (\u003cem\u003eInclusive, Local Hiring\u003c/em\u003e, 2025). Additionally, research has shown the \u0026ldquo;return on investment\u0026rdquo; associated with attracting local students into medical/health science fields, which can be especially beneficial to underserved areas (Beck Dallaghan et al., 2021). This concept is further emphasized by findings on graduate school matriculation as most attended a graduate program in Ohio, with the other two most-represented states also located in the Midwest. Thus, not only do these programs benefit the individual in terms of graduate school admission, but they also have the potential to provide community-level benefits by creating a pathway for well-qualified professionals to enter the local workforce (Beck Dallaghan et al., 2021; Couch et al., 2021; Metz, 2017).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eFurther, post-baccs demonstrated high levels of research productivity. Documented rigorous research experience, particularly clinical research, is a highly impactful component of a psychology graduate program applications (American Psychological Association, 2017). The post-bacc program allows for individuals to work full-time on research projects, many of which are federally funded, taking on responsibilities in study management, data analysis, and the dissemination of findings. The median number of publications among individual post-baccs was three, with a median number of one first-authored publication. Having tangible evidence of research experience is an important factor considered by many graduate committees (American Psychological Association, 2017). Gathering data on productivity across post-baccs further highlights the important dual role of this type of program \u0026mdash;\u003cstrong\u003e\u0026nbsp;\u003c/strong\u003eproviding personnel support to principal investigators, while creating valuable training opportunities in clinical research (Meagher et al., 2022).\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eIn terms of graduate school program outcomes, most post-baccs matriculated into clinical psychology programs (42%) followed by medical school (13%). A substantial portion of students entered the program with an interest in pursuing a graduate degree in clinical psychology (82%), but only half ended up matriculating into this program type. Clinical psychology is a highly competitive field, with an average acceptance rate of 13% (American Psychological Association, 2017). A focus of the post-bacc program is career exploration, and post-baccs are provided with several opportunities (e.g., mentorship, career panel seminars) to refine their career goals and explore other disciplines. More than one-third of program participants changed their career goals from entry to exit, and most program participants reported feeling satisfied or highly satisfied (no one reported feeling lower than neutral) about their next steps. This suggests the augmented opportunities between the undergraduate and graduate level may prevent career misalignment. \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp; \u0026nbsp;\u0026nbsp;Comparing entry and exit data, we found a statistically significant increase in productivity: post-baccs had significantly higher numbers of publications, presentations, and greater confidence at exit. Further, URG post-baccs had similar outcomes compared to non-URG post-baccs emphasizing the effectiveness of the post-bacc program across backgrounds and identities. These findings also highlight the important role that post-bacc programs may have in promoting representation in advanced degree programs. URG students experience significant barriers accessing higher education and graduate school admission (Royal \u0026amp; Auter, 2018; Wilbur \u0026amp; Roscigno, 2016). The lack of representation of certain groups in the behavioral and health science workforce is concerning and has potential negative implications for clinical care (Cheng et al., 2023; Jones \u0026amp; Mandell, 2020; Metz, 2017; Nirmita et al., 2022; Takeshita et al., 2020). Additionally, in the context of clinical research, a key professional organization, the Association for Clinical and Translational Science, has identified a diverse workforce as essential for advancing the field (Corsino \u0026amp; Fuller, 2021). As such, creating opportunities for post-baccs to access training opportunities in clinical research, psychology, and related fields is a positive step towards creating a diverse workforce and closing the supply and demand gap.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003ePost-baccs demonstrated overwhelming satisfaction with their experience in the program. Seminar topics, mentorship, and skill-building were reflected upon by participants as components that they found to be most impactful. Gathering program reflections provide key insight into the post-bacc experience. Future iterations will seek to continue to assess participant reflections to further identify post-bacc needs and refine program aims.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eDespite these promising findings, there are some limitations to note. First, all entry and exit data were self-reported. Second, all post-baccs were hired as full-time clinical research coordinators, undergoing a rigorous application process. Therefore, post-baccs participating in the Post-Bacc Training Program may already be more prepared for admission into a graduate program. Further, post-baccs are hired by the principal investigators or other senior research staff, so there is variation in the training and skills provided in each lab. As the Post-Bacc Training Program evolves, we are continuing to track metrics for the program and exploring ways to optimize the training of post-bacc participants. Future directions should focus on long-term career outcomes of post-bacc participants. Additionally, identifying program facilitators and barriers, using implementation science-grounded principles, is necessary to promote the translation of this program across settings and institutions.\u0026nbsp;\u003c/p\u003e\n\u003cp\u003eDespite these limitations, this study contributes to the workforce development literature by highlighting the success of this program model in recruiting local students, preparing for graduate school entry, and increasing clinical research skill development, confidence, and outcomes (e.g., publications and presentations) across all post-baccs (inclusive of URG status). Overall, the key elements of this program (e.g., mentorship, seminars, research training) can be applied at other institutions to support additional post-baccs pursuing a graduate education in health sciences, including clinical psychology. Importantly, these types of efforts have potential to improve equitable outcomes among those underrepresented in psychology and other health-related fields.\u0026nbsp;\u003c/p\u003e"},{"header":"Declarations","content":"\u003ch2\u003eEthics approval\u003c/h2\u003e\u003cp\u003eThis study was reviewed the Nationwide Children\u0026rsquo;s Hospital Institutional Review Board and determined to be exempt from full review.\u003c/p\u003e\u003ch2\u003eFunding\u003c/h2\u003e\u003cp\u003eThe authors did not receive funding from any organization.\u003c/p\u003e\u003ch2\u003eAuthor Contribution\u003c/h2\u003e\u003cp\u003eAll authors approved the manuscript for submission. CIR and MMG equally contributed to this manuscript as co-first authors. LN and CC conceived of and designed the present study, contributing equally as co-senior authors. CIR, MMG, and CM conducted the primary data collection. CR and MG drafted the manuscript, performed the data analyses, and created the tables and figures. CG and AP contributed to the writing and editing of the final manuscript.\u003c/p\u003e\u003ch2\u003eData Availability\u003c/h2\u003e\u003cp\u003eThe datasets generated during and/or analyzed during the current study are not publicly available due to ethical requirements based on the risk of participant identification.\u003c/p\u003e"},{"header":"References","content":"\u003col\u003e\u003cli\u003e\u003cspan\u003eAmerican Psychological Association. (2011). \u003cem\u003eNumber of Applications, Acceptances, Enrollments, and Degrees Awarded in U.S. APA-Accredited PhD Programs: 2009-10 In\u003c/em\u003e. American Psychological Association: APA Center for Workforce Studies.\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eAmerican Psychological Association. (2017). \u003cem\u003eSummary Report, Graduate Study in Psychology 2017\u003c/em\u003e. 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First-generation Disadvantage and College Enrollment/Completion. \u003cem\u003eSocius\u003c/em\u003e, \u003cem\u003e2\u003c/em\u003e, 2378023116664351. \u003cspan class=\"ExternalRef\"\u003e\u003cspan class=\"RefSource\"\u003ehttps://doi.org/10.1177/2378023116664351\u003c/span\u003e\u003cspan address=\"10.1177/2378023116664351\" targettype=\"DOI\" class=\"RefTarget\"\u003e\u003c/span\u003e\u003c/span\u003e\u003c/span\u003e\u003c/li\u003e\u003cli\u003e\u003cspan\u003eZinger, J. (2020, March 20). Psychology post-baccalaureate programs.\u003c/span\u003e\u003c/li\u003e\u003c/ol\u003e"},{"header":"Tables","content":"\u003cdiv id=\"Sec8\" class=\"Section2\"\u003e\n \u003cdiv class=\"gridtable\"\u003e\n \u003ctable id=\"Tab1\" border=\"1\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 1\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eEntry Survey Demographics (N\u0026thinsp;=\u0026thinsp;28)\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003en (%)\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cstrong\u003eMedian age (range)\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e23 (range: 21\u0026ndash;32)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003eSex\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eFemale\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e23 (82)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eMale\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5 (\u003cspan class=\"CitationRef\"\u003e18\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003eUnited States citizen\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eYes\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e24 (86)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eNo\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4 (\u003cspan class=\"CitationRef\"\u003e14\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003eRace and ethnicity\u003c/strong\u003e \u003csup\u003ea\u003c/sup\u003e \u003cstrong\u003e*\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eAfrican\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1 (\u003cspan class=\"CitationRef\"\u003e4\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eBlack, Afro-Caribbean, or African American\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6 (\u003cspan class=\"CitationRef\"\u003e21\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eCentral or South American\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2 (\u003cspan class=\"CitationRef\"\u003e7\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eEast Asian or Asian American\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e7 (\u003cspan class=\"CitationRef\"\u003e25\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eMiddle Eastern or Arab American\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0 (0)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eSouth Asian or Indian American\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1 (\u003cspan class=\"CitationRef\"\u003e4\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eWhite or European\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e15 (54)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eNot of Hispanic, Latinx, or Spanish Origin\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e24 (86)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eHispanic, Latinx, or Spanish Origin\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4 (\u003cspan class=\"CitationRef\"\u003e12\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003eUnderrepresented group\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eYes\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\u0026nbsp;\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003csup\u003e\u003cem\u003eb\u003c/em\u003e\u003c/sup\u003e \u003cem\u003eUnderrepresented Racial\u003c/em\u003e\u003c/p\u003e\n \u003cp\u003e\u003cem\u003eand Ethnic Minority (URM)\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e7 (\u003cspan class=\"CitationRef\"\u003e25\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003csup\u003e\u003cem\u003ec\u003c/em\u003e\u003c/sup\u003e \u003cem\u003eDisadvantaged background\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4 (\u003cspan class=\"CitationRef\"\u003e14\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eHas a disability\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e7 (\u003cspan class=\"CitationRef\"\u003e25\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eNo\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e16 (57)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003eEducation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eBachelor\u0026rsquo;s Degree\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e24 (86)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eMaster\u0026rsquo;s Degree\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4 (\u003cspan class=\"CitationRef\"\u003e14\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003eMajor/field of study during highest degree\u003c/strong\u003e \u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003ePsychology\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e23 (82)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eBiology\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1 (\u003cspan class=\"CitationRef\"\u003e4\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eHuman Development and Family Science\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2 (\u003cspan class=\"CitationRef\"\u003e7\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eOther\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6 (\u003cspan class=\"CitationRef\"\u003e21\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"2\"\u003e\n \u003cp\u003e\u003cstrong\u003ePursued a minor degree program\u003c/strong\u003e\u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eNeuroscience\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1 (\u003cspan class=\"CitationRef\"\u003e4\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003ePublic Health\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2 (\u003cspan class=\"CitationRef\"\u003e7\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eSociology\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2 (\u003cspan class=\"CitationRef\"\u003e7\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eOther\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e11 (39)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eNo minor\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e12 (43)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\"\u003e\u003csup\u003e\u003cem\u003ea\u003c/em\u003e\u003c/sup\u003e \u003cem\u003eSome questions are \u0026ldquo;select all that apply\u0026rdquo; therefore percentages may not total to 100%.\u003c/em\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\"\u003e\u003csup\u003e\u003cem\u003eb\u003c/em\u003e\u003c/sup\u003e \u003cem\u003eThe National Institutes for Health (NIH) defined the following racial and ethnic groups as significantly underrepresented in science: Black/African American, Hispanic/Latino, American Indian or Alaska Native, Native Hawaiian and Pacific Islander\u003c/em\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\"\u003e\u003csup\u003e\u003cem\u003ec\u003c/em\u003e\u003c/sup\u003e \u003cem\u003eDisadvantaged backgrounds in biomedical and health sciences include: Were or currently are homeless, were in the foster care system, were eligible for the Federal Free and Reduced Lunch Program for two or more years, have/had no parents or legal guardians who completed a bachelor\u0026rsquo;s degree, were or currently are eligible for Federal Pell grants, received support from the Special Supplemental Nutrition Program for Women, Infants and Children (WIC) as a parent or child, grew up in a U.S. rural area or low-income and health professional shortage area. Two of these criteria must apply to meet this definition. (Individuals from Disadvantaged Backgrounds, 2024).\u003c/em\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"2\"\u003e\u003cem\u003e*1 person declined to disclose their race and ethnicity.\u003c/em\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n \u003c/table\u003e\n \u003c/div\u003e\n \u003cp\u003e\u003c/p\u003e\n \u003ctable id=\"Tab2\" border=\"1\" class=\"fr-table-selection-hover\"\u003e\n \u003ccaption language=\"En\"\u003e\n \u003cdiv class=\"CaptionNumber\"\u003eTable 2\u003c/div\u003e\n \u003cdiv class=\"CaptionContent\"\u003e\n \u003cp\u003eEntry and Exit Metrics (N\u0026thinsp;=\u0026thinsp;28)\u003c/p\u003e\n \u003c/div\u003e\n \u003c/caption\u003e\n \u003cthead\u003e\n \u003ctr\u003e\n \u003cth align=\"left\"\u003e\u0026nbsp;\u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eEntry n (%)\u003c/p\u003e\n \u003c/th\u003e\n \u003cth align=\"left\"\u003e\n \u003cp\u003eExit n (%)\u003c/p\u003e\n \u003c/th\u003e\n \u003c/tr\u003e\n \u003c/thead\u003e\n \u003ctbody\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber of honors and awards\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e0\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e14 (50)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e8 (\u003cspan class=\"CitationRef\"\u003e29\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e1\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3 (\u003cspan class=\"CitationRef\"\u003e11\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5 (\u003cspan class=\"CitationRef\"\u003e18\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e2\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5 (\u003cspan class=\"CitationRef\"\u003e18\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5 (\u003cspan class=\"CitationRef\"\u003e18\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026ge;\u0026thinsp;3\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6 (\u003cspan class=\"CitationRef\"\u003e21\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e10 (35)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber of first-authored papers published in peer-reviewed academic journals\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e0\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e26 (93)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e17 (61)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e1\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2 (\u003cspan class=\"CitationRef\"\u003e7\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e8 (\u003cspan class=\"CitationRef\"\u003e29\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e2\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0 (0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2 (\u003cspan class=\"CitationRef\"\u003e7\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026ge;\u0026thinsp;3\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0 (0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1 (\u003cspan class=\"CitationRef\"\u003e4\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber of first-authored papers under review\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e0\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e28 (100)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e18 (64)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e1\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0 (0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6 (\u003cspan class=\"CitationRef\"\u003e21\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e2\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0 (0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4 (\u003cspan class=\"CitationRef\"\u003e14\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber of co-authored papers published in peer-reviewed academic journals\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e0\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e23 (82)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e9 (\u003cspan class=\"CitationRef\"\u003e32\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e1\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4 (\u003cspan class=\"CitationRef\"\u003e14\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e10 (36)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e2\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1 (\u003cspan class=\"CitationRef\"\u003e4\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4 (\u003cspan class=\"CitationRef\"\u003e14\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026ge;\u0026thinsp;3\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0 (0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5 (\u003cspan class=\"CitationRef\"\u003e18\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber of co-authored papers under review\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e0\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e20 (71)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e11 (39)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e1\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6 (\u003cspan class=\"CitationRef\"\u003e21\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e13 (46)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e2\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0 (0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1 (\u003cspan class=\"CitationRef\"\u003e4\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026ge;\u0026thinsp;3\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2 (\u003cspan class=\"CitationRef\"\u003e7\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3 (\u003cspan class=\"CitationRef\"\u003e11\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003eFirst-author poster presentation\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e0\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e10 (36)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4 (\u003cspan class=\"CitationRef\"\u003e14\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e1\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e7 (\u003cspan class=\"CitationRef\"\u003e25\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5 (\u003cspan class=\"CitationRef\"\u003e18\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e2\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5 (\u003cspan class=\"CitationRef\"\u003e18\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6 (\u003cspan class=\"CitationRef\"\u003e21\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026ge;\u0026thinsp;3\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6 (\u003cspan class=\"CitationRef\"\u003e18\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e13 (47)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003eNumber of oral presentations at academic conference\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e0\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e24 (86)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e17 (61)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e1\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0 (0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e10 (36)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e2\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4 (\u003cspan class=\"CitationRef\"\u003e14\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1 (\u003cspan class=\"CitationRef\"\u003e4\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003e\u0026ge;\u0026thinsp;3\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0 (0)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0 (0)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003eGraduate programs of interest at program entry\u003c/strong\u003e \u003csup\u003ea\u003c/sup\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eClinical Child Psychology\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e16 (57)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eClinical Adult Psychology\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e7 (\u003cspan class=\"CitationRef\"\u003e25\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eCounseling Psychology\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4 (\u003cspan class=\"CitationRef\"\u003e14\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eDevelopmental Psychology\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e5 (\u003cspan class=\"CitationRef\"\u003e18\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eMedical School\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4 (\u003cspan class=\"CitationRef\"\u003e14\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003ePublic Health\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e9 (\u003cspan class=\"CitationRef\"\u003e32\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eSchool Psychology\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4 (\u003cspan class=\"CitationRef\"\u003e14\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eSocial Work\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2 (\u003cspan class=\"CitationRef\"\u003e7\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eOther\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e8 (\u003cspan class=\"CitationRef\"\u003e29\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003eConfidence in clinical research skills\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eNot confident at all\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e3 (\u003cspan class=\"CitationRef\"\u003e11\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e0 (0)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eSomewhat confident\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e13 (46)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2 (\u003cspan class=\"CitationRef\"\u003e7\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eConfident\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e10 (36)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e10 (36)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eVery Confident\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2 (\u003cspan class=\"CitationRef\"\u003e7\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e16 (57)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003eSatisfaction with the post-bacc program\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eNeutral\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e1 (\u003cspan class=\"CitationRef\"\u003e4\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eSatisfied\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e14 (50)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eVery Satisfied\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e13 (46)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003eSatisfaction with mentorship in post-bacc program\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eNeutral\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e4 (\u003cspan class=\"CitationRef\"\u003e14\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eSatisfied\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e11 (39)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eVery Satisfied\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e13 (46)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003eSatisfaction with culture in post-bacc program\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eNeutral\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e8 (\u003cspan class=\"CitationRef\"\u003e29\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eSatisfied\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e14 (50)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eVery Satisfied\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e6 (\u003cspan class=\"CitationRef\"\u003e21\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\" colspan=\"3\"\u003e\n \u003cp\u003e\u003cstrong\u003eSatisfaction with monthly post-bacc seminars\u003c/strong\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eNeutral\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e2 (\u003cspan class=\"CitationRef\"\u003e7\u003c/span\u003e)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eSatisfied\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e16 (57)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e\u003cem\u003eVery Satisfied\u003c/em\u003e\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e-\u003c/p\u003e\n \u003c/td\u003e\n \u003ctd align=\"left\"\u003e\n \u003cp\u003e10 (36)\u003c/p\u003e\n \u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tbody\u003e\n \u003ctfoot\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\"\u003e\u003csup\u003e\u003cem\u003ea\u003c/em\u003e\u003c/sup\u003e \u003cem\u003eSome questions are \u0026ldquo;select all that apply\u0026rdquo; therefore percentages may not total to 100%.\u003c/em\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\"\u003e\u003csup\u003e\u003cem\u003eb\u003c/em\u003e\u003c/sup\u003e \u003cem\u003eStatistical package for social sciences (SPSS)\u003c/em\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003ctr\u003e\n \u003ctd colspan=\"3\"\u003e\u003csup\u003e\u003cem\u003ec\u003c/em\u003e\u003c/sup\u003e \u003cem\u003ePediatric research presentation series (PRPS)\u003c/em\u003e\u003c/td\u003e\n \u003c/tr\u003e\n \u003c/tfoot\u003e\n \u003c/table\u003e\n \u003cp\u003e\u003c/p\u003e\n\u003c/div\u003e"}],"fulltextSource":"","fullText":"","funders":[],"hasAdminPriorityOnWorkflow":false,"hasManuscriptDocX":true,"hasOptedInToPreprint":true,"hasPassedJournalQc":"","hasAnyPriority":false,"hideJournal":false,"highlight":"","institution":"","isAcceptedByJournal":true,"isAuthorSuppliedPdf":false,"isDeskRejected":"","isHiddenFromSearch":false,"isInQc":false,"isInWorkflow":false,"isPdf":false,"isPdfUpToDate":true,"isWithdrawnOrRetracted":false,"journal":{"display":true,"email":"[email protected]","identity":"journal-of-clinical-psychology-in-medical-settings","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"jocs","sideBox":"Learn more about [Journal of Clinical Psychology in Medical Settings](http://link.springer.com/journal/10880)","snPcode":"10880","submissionUrl":"https://submission.springernature.com/new-submission/10880/3","title":"Journal of Clinical Psychology in Medical Settings","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Springer Hybrid","inReviewEnabled":true,"inReviewRevisionsEnabled":false},"keywords":"Workforce development, training, post-baccalaureate, underrepresented groups","lastPublishedDoi":"10.21203/rs.3.rs-7537969/v1","lastPublishedDoiUrl":"https://doi.org/10.21203/rs.3.rs-7537969/v1","license":{"name":"CC BY 4.0","url":"https://creativecommons.org/licenses/by/4.0/"},"manuscriptAbstract":"\u003cp\u003e\u003cstrong\u003eIntroduction\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eGraduate school admissions are increasingly competitive and few studies have documented post-baccalaureate (post-bacc) training program outcomes. This paper describes a post-bacc training program and aims to: (a) characterize participants and program recruitment, (b) examine productivity and graduate school matriculation, and (c) assess change in key outcomes (e.g., publications) demographic characteristics and program reflections.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eMethods\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eSeventy-nine post-baccs have completed the Post-Baccalaureate Training Program since 2017. Data on publications were obtained via institution record-keeping and public resources (e.g., PubMed).\u003cstrong\u003e \u003c/strong\u003eStarting in 2021, new post-baccs (\u003cem\u003en\u003c/em\u003e=29) completed entry and exit surveys (reporting demographics/academic history, awards/honors, publications/presentations, research skill confidence, and next steps)\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eResults\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eOf the 79 post-baccs, 89% (\u003cem\u003en\u003c/em\u003e=70) matriculated to graduate or medical school (41% in clinical psychology). The median number of publications during training was three. Publications, presentations, and confidence were higher at exit vs. entry (\u003cem\u003ep’s\u003c/em\u003e\u0026lt;.05). There were no differences based on underrepresented group status (\u003cem\u003ep\u003c/em\u003e\u0026gt;.05). Program satisfaction was high.\u003c/p\u003e\n\u003cp\u003e\u003cstrong\u003eDiscussion\u003c/strong\u003e\u003c/p\u003e\n\u003cp\u003eFindings demonstrate success preparing post-baccs for admission into advanced degree programs, improving research productivity/skill (regardless of underrepresented group status), and garnering high satisfaction among post-baccs. This program model can serve as a bridge, offering rigorous clinical research training for the future workforce of clinical psychologists and related professionals.\u003c/p\u003e","manuscriptTitle":"Preparing the Psychology Workforce: Outcomes of a Novel Post-Baccalaureate Training Program at an Academic Medical Center","msid":"","msnumber":"","nonDraftVersions":[{"code":1,"date":"2025-09-17 05:04:42","doi":"10.21203/rs.3.rs-7537969/v1","editorialEvents":[{"type":"communityComments","content":0},{"type":"decision","content":"Revision requested","date":"2025-12-10T19:53:44+00:00","index":"","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-12-06T00:59:31+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"52146464906836306329428313211852209291","date":"2025-10-30T14:51:15+00:00","index":"hide","fulltext":""},{"type":"editorInvitedReview","content":"","date":"2025-10-06T13:50:51+00:00","index":"hide","fulltext":""},{"type":"reviewerAgreed","content":"37094463808830237492793196544769181361","date":"2025-09-13T11:52:28+00:00","index":"hide","fulltext":""},{"type":"reviewersInvited","content":"","date":"2025-09-08T11:39:33+00:00","index":"","fulltext":""},{"type":"editorAssigned","content":"","date":"2025-09-08T11:34:51+00:00","index":"","fulltext":""},{"type":"checksComplete","content":"","date":"2025-09-06T12:43:12+00:00","index":"","fulltext":""},{"type":"submitted","content":"Journal of Clinical Psychology in Medical Settings","date":"2025-09-04T16:13:17+00:00","index":"","fulltext":""}],"status":"published","journal":{"display":true,"email":"[email protected]","identity":"journal-of-clinical-psychology-in-medical-settings","isNatureJournal":false,"hasQc":true,"allowDirectSubmit":false,"externalIdentity":"jocs","sideBox":"Learn more about [Journal of Clinical Psychology in Medical Settings](http://link.springer.com/journal/10880)","snPcode":"10880","submissionUrl":"https://submission.springernature.com/new-submission/10880/3","title":"Journal of Clinical Psychology in Medical Settings","twitterHandle":"","acdcEnabled":true,"dfaEnabled":true,"editorialSystem":"stoa","reportingPortfolio":"Springer Hybrid","inReviewEnabled":true,"inReviewRevisionsEnabled":false}}],"origin":"","ownerIdentity":"ed782446-ec0f-4803-bdad-f5a94b772e9f","owner":[],"postedDate":"September 17th, 2025","published":true,"recentEditorialEvents":[],"rejectedJournal":[],"revision":"","amendment":"","status":"published-in-journal","subjectAreas":[],"tags":[],"updatedAt":"2026-03-16T16:02:14+00:00","versionOfRecord":{"articleIdentity":"rs-7537969","link":"https://doi.org/10.1007/s10880-026-10143-2","journal":{"identity":"journal-of-clinical-psychology-in-medical-settings","isVorOnly":false,"title":"Journal of Clinical Psychology in Medical Settings"},"publishedOn":"2026-03-11 15:58:45","publishedOnDateReadable":"March 11th, 2026"},"versionCreatedAt":"2025-09-17 05:04:42","video":"","vorDoi":"10.1007/s10880-026-10143-2","vorDoiUrl":"https://doi.org/10.1007/s10880-026-10143-2","workflowStages":[]},"version":"v1","identity":"rs-7537969","journalConfig":"researchsquare"},"__N_SSP":true},"page":"/article/[identity]/[[...version]]","query":{"redirect":"/article/rs-7537969","identity":"rs-7537969","version":["v1"]},"buildId":"8U1c8b4HqxoKbykW_rLl7","isFallback":false,"isExperimentalCompile":false,"dynamicIds":[84888],"gssp":true,"scriptLoader":[]}