Course-embedded research improves pre-health graduate student science identity.

Science identity describes how individuals see themselves in relation to science and the scientific community. Science identity is linked to STEM student persistence and retention, in particular, among students from minoritized backgrounds. In this study, we explored the impact of a course-embedded research experience (CURE) on science identity within a cohort of pre-health, master's-level graduate students, the majority of whom identified as female and Black or African-American. This cohort completed a semester-long, in silico cancer genomics CURE using data from The Cancer Genome Atlas (TCGA), as part of a graduate-level cancer biology course. Participating students completed pre- and post-surveys, with targeted Likert-scale and free-response questions to assess science identity and attitudes toward the CURE. Quantitative analysis revealed that the CURE increased student confidence in identifying as a scientist and improved perceived faculty recognition of them as scientists. Furthermore, students reported positive attitudes about participation in the CURE. Thematic analysis of free responses demonstrated a positive shift in student perceptions of their roles in research and in their conceptualization of physicians as scientists. Taken together, these data suggest that engaging pre-health students in cancer genomics research can strengthen science identity and support the development of research skills.