Biomedical research is essential to healthcare and medicine. However, challenges in training and decreasing persistence among trainees have contributed to the U.S. ongoing healthcare crisis. MYHealth Impact Projects is a 9-month online research training program for adolescents where twenty-two participants used a nationwide text message poll to complete a team-based adolescent health research project. We conducted a mixed methods evaluation to assess engagement and changes in participants' researcher identity and self-efficacy, science motivation, and science literacy, including: 1) pre-, mid- and post-surveys, 2) program participation, and 3) semi-structured interviews. We used Kruskal-Wallis rank tests to compare changes over time. We conducted inductive thematic analysis on qualitative data and integrated final themes with the quantitative results for mixed methods inferences. Participants completed an average of 17.8 hours in bi-weekly sessions (28.75 hours max). There were statistically significant increases in researcher identity and science literacy. Salient themes included: 1) dispelling preconceived notions of being a researcher, 2) building research literacy through hands-on experience, 3) developing self-efficacy through an environment that supports autonomy, and 4) emerging interest in research careers through near-future goals. These findings emphasize the importance of hands-on and authentic learning in research training.
The Young Scholars Program (YSP; a maker learning opportunity) aims to widen the pipeline of youth attending Title I schools interested in STEM careers by engaging them in cancer medicine, biology, and prevention content through hands-on, maker learning experiences. We report on learning outcomes of a YSP cohort (N = 441; 49% female, 81% African American/Latine) of 3rd-5th graders participating in the curriculum. Data were examined in aggregate and across grade levels. On the program's evaluation survey, knowledge was high for cancer prevention (90% overall; 98% Grade 5 vs. 83% Grade 3: χ2 = 16, p < 0.01), cell biology (81% overall; 91% Grade 5 vs. 77% Grade 3: χ2 = 8.1, p < 0.01), and immune response (97% overall). Identification with STEM careers was also high: 99% for science and 97% for engineering. Further, 91% endorsed beliefs associated with inventive learning, 85% with STEM interest, and 92% with belonging in STEM (r = .26, p < 0.01). In a grade- and knowledge-adjusted regression model of the inventive learning outcome, both STEM interest (ß = 0.25, SE = 0.13, t = 3.91, p < 0.001) and feelings of belonging in STEM (ß = 0.30, SE = 0.09, t = 4.79, p < 0.001) were significant contributors. Elementary students appear to have benefited from the YSP's curriculum, which may broaden the STEM and medical workforces over time.
A lack of academic and social readiness limits the successful transition to high school and college for many students from populations historically underrepresented in Science, Technology, Engineering, and Math (STEM) and historically underrepresented groups in biomedical careers (HUG). Also, many families from underrepresented groups share little family health information, leading to suboptimal early health awareness, testing, and treatment. BioBridge is a 5-day summer learning program offering interactive experiences to facilitate successful transition into high school biology and to introduce students to cancer biology and biomedical careers. It also helps students gain important insights and skills and be effective communicators who can encourage discussions about cancer biology and family health history, potentially increasing early detection and treatment of cancer and decreasing its adverse effects. Over the past three summers, 97 students have participated in BioBridge and significantly increased their knowledge of biology, cancer, and cancer-related careers. They have also begun to understand the connections between science and social and ethical issues. Participants used a video platform to create discussions about cancer biology, which they then shared with their families. They found that BioBridge boosted their willingness and confidence to discuss cancer and, subsequently, other health topics with their families.
Disease ecology classes were conducted at two residential middle school summer camps held at a university-a camp for local youth who paid tuition and a free camp for youth from statewide underserved communities including Native, low-income, and rural. Disease ecology is defined as the ecological study of host-pathogen interactions within the context of their environment and evolution. The classes were created by a grant-funded program for disease ecology designed to increase middle school youths' interest, confidence, and identity in STEM, and their understanding of disease ecology. Undergraduate researchers were recruited to develop and teach lessons in disease ecology. This paper outlines the project's elements, effects on undergraduate students and middle school youth, and lessons learned. This study has three key findings: 1) Undergraduate participants increased their confidence and interest in science outreach and their understanding of disease ecology, 2) STEM identity increased in both underserved middle school youth and a comparison youth group, 3) Both underserved and comparison group middle school youth increased their understanding of disease ecology, Native culture, traditional knowledge about food, how to be healthy where they live, and how science can help their communities.
As federal strategic plans prioritize increasing diversity within the biomedical workforce, and STEM training and outreach programs seek to recruit and retain students from historically underrepresented populations, there is a need for interrogation of traditional demographic descriptors and careful consideration of best practices for obtaining demographic data. To accelerate this work, equity-focused researchers and leaders from STEM programs convened to examine approaches for measuring demographic variables. Gender, race/ethnicity, disability, and disadvantaged background were prioritized given their focus by federal funding agencies. Categories of sex minority, sexual (orientation) minority, and gender minority (SSGM) should be included in demographic measures collected by STEM programs, consistent with recommendations from White House Executive Orders and federal reports. Our manuscript offers operationalized phrasing for demographic questions and recommendations for use across student-serving programs. Inclusive demographics permit the identification of individuals who are being excluded, marginalized, or improperly aggregated, increasing capacity to address inequities in biomedical research training. As trainees do not enter training programs with equal access, accommodations, or preparation, inclusive demographic measures can welcome trainees and inform a nuanced set of program outcomes that facilitate research on intersectionality to support the recruitment and retention of underrepresented students in biomedical research.
