The overall goal of PREP is to encourage individuals from groups
underrepresented in the biomedical sciences and who
have recently obtained their baccalaureate degrees to earn a Ph.D.
degree in biomedically relevant sciences through well-designed
academic enhancements and extensive research experiences. In
accordance with this goal, applicant institutions should recruit
students from targeted groups who have expressed a strong desire to
pursue biomedical Ph.D. degrees, particularly those who may have
already applied to Ph.D. programs at research-intensive
institutions but, for reasons such as lack of research skills and
experience and/or less competitive academic records, were not
admitted into these programs. Based on the program announcement
(PAR-14-076), the following list shows the
essential items that must be included in PREP applications.
- The institutional program must determine the individual
student's academic and research experiences and develop a
program of study that will enhance the student's academic
record and research skills within a 1-year internship period. Based
on this determination, students are expected to take academic
courses appropriate to the requirements of highly selective Ph.D.
programs and engage in independent research projects that will
allow them to develop their own hypotheses and design experiments
to test these hypotheses.
- The PREP activities must be integrated with other institutional
student development and training programs or graduate
students' activities in order for the PREP students to have
productive peer group interactions and networking, and be informed
of other opportunities available for predoctoral studies at these
- The institutional program must ensure that PREP students apply
to high quality Ph.D. programs immediately following their
internship. A plan for how the students will be directed toward
highly selective Ph.D. programs should be included in the
- The applicant institution must be a research-intensive
institution that has a significant number of faculty mentors with
active and well-funded research programs to support adequate
research and academic training of participants. It is likely that
research-intensive institutions with strong Ph.D. programs in
biomedical sciences have first-rate predoctoral
students who could also provide excellent and challenging, but
supportive, peer mentoring to PREP students.