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The Students Participating as Ambassadors for Research in Kentucky (SPARK) program provides novel health equity research training and targeted mentorship for undergraduates, particularly those from groups underrepresented in the biomedical and behavioral research and workforce. SPARK aims to address inadequate diversity in the medical and scientific research fields by providing comprehensive research mentorship and skill-building. Unlike most existing research training programs that are brief, focus on laboratory research, or are limited to graduate students and junior faculty, SPARK delivers a 16-month intensive behavioral and population health science training, equipping students with needed tools to conceptualize, plan, execute, and analyze their own health equity research study. Trainees complete didactic coursework on health equity, study design and proposal development, data analysis, and ethics. Students receive a stipend and research expenses, and multiple mentors guide them in creating original research projects for which they serve as Principal Investigator. Students disseminate their findings annually at an academic research conference as a capstone. Evaluation data from the first three cohorts suggest SPARK has been pivotal in preparing students for graduate studies and research careers in health equity and behavioral and population health sciences, providing strong support for further investments in similar undergraduate research training models.
If one desired to throw new light on the effect of disease, or injury, and of the process of healing in the brain, the best hope lay in the study of the non-nervous cells.
No Man Alone, Wilder Penfield, 1977 (Gill and Binder, 2007)NEUROGLIA
For the past 160 or so years the cells of the nervous system have been divided into two main categories: neurons and glia (Kettenmann and Verkhratsky, 2008). Prior to this, ever since the first image of a neuron was published in 1836 by Gabriel Valentin, the nerve cell had been in a class of its own (Lopez-Munoz et al., 2006). Some 20 years later in 1856 the term neuroglia was introduced by the German physician Rudolph Virchow. Virchow, also known as the “Pope of pathology” (Kettenmann and Ransom, 2005; Magner, 2002), described a “connective substance … in which nervous system elements are embedded” and referred to it as “nervenkitt” (or nerve putty). This description led to the use of the term “neuroglia,” which derives from archaic Greek, meaning something sticky or clammy. The notion that neuroglia were there merely as neural putty was treated with the reverence usually reserved for a bona fide papal encyclical and as such neuroglia remained sidelined for decades to come. Even though Virchow was responsible for the term neuroglia coming into use, at this stage he did not recognize that it was made up of cells rather than an acellular connective tissue.
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