1
|
Syed TA, Thompson EL, Latif Z, Johnson J, Javier D, Stinson K, Saleh G, Vishwanatha JK. Diverse Mentoring Connections Across Institutional Boundaries in the Biomedical Sciences: Innovative Graph Database Analysis. J Med Internet Res 2024; 26:e47560. [PMID: 38885013 PMCID: PMC11217708 DOI: 10.2196/47560] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2023] [Revised: 11/30/2023] [Accepted: 03/09/2024] [Indexed: 06/18/2024] Open
Abstract
BACKGROUND With an overarching goal of increasing diversity and inclusion in biomedical sciences, the National Research Mentoring Network (NRMN) developed a web-based national mentoring platform (MyNRMN) that seeks to connect mentors and mentees to support the persistence of underrepresented minorities in the biomedical sciences. As of May 15, 2024, the MyNRMN platform, which provides mentoring, networking, and professional development tools, has facilitated more than 12,100 unique mentoring connections between faculty, students, and researchers in the biomedical domain. OBJECTIVE This study aimed to examine the large-scale mentoring connections facilitated by our web-based platform between students (mentees) and faculty (mentors) across institutional and geographic boundaries. Using an innovative graph database, we analyzed diverse mentoring connections between mentors and mentees across demographic characteristics in the biomedical sciences. METHODS Through the MyNRMN platform, we observed profile data and analyzed mentoring connections made between students and faculty across institutional boundaries by race, ethnicity, gender, institution type, and educational attainment between July 1, 2016, and May 31, 2021. RESULTS In total, there were 15,024 connections with 2222 mentees and 1652 mentors across 1625 institutions contributing data. Female mentees participated in the highest number of connections (3996/6108, 65%), whereas female mentors participated in 58% (5206/8916) of the connections. Black mentees made up 38% (2297/6108) of the connections, whereas White mentors participated in 56% (5036/8916) of the connections. Mentees were predominately from institutions classified as Research 1 (R1; doctoral universities-very high research activity) and historically Black colleges and universities (556/2222, 25% and 307/2222, 14%, respectively), whereas 31% (504/1652) of mentors were from R1 institutions. CONCLUSIONS To date, the utility of mentoring connections across institutions throughout the United States and how mentors and mentees are connected is unknown. This study examined these connections and the diversity of these connections using an extensive web-based mentoring network.
Collapse
Affiliation(s)
- Toufeeq Ahmed Syed
- University of Texas Health Science Center at Houston, Houston, TX, United States
| | - Erika L Thompson
- University of Texas Health Science Center at San Antonio, San Antonio, TX, United States
| | - Zainab Latif
- Northwestern University, Evanston, IL, United States
| | - Jay Johnson
- University of Texas Health Science Center at Houston, Houston, TX, United States
| | - Damaris Javier
- University of North Texas Health Science Center at Fort Worth, Fort Worth, TX, United States
| | - Katie Stinson
- University of Texas Health Science Center at Houston, Houston, TX, United States
| | - Gabrielle Saleh
- University of North Texas Health Science Center at Fort Worth, Fort Worth, TX, United States
| | - Jamboor K Vishwanatha
- University of North Texas Health Science Center at Fort Worth, Fort Worth, TX, United States
| |
Collapse
|
2
|
Speer JE, Conley Q. Examining the pedagogical practices that support cultural proficiency development in graduate health science students. BMC MEDICAL EDUCATION 2024; 24:130. [PMID: 38336750 PMCID: PMC10858479 DOI: 10.1186/s12909-024-05097-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Accepted: 01/24/2024] [Indexed: 02/12/2024]
Abstract
BACKGROUND Health disparities are often a function of systemic discrimination and healthcare providers' biases. In recognition of this, health science programs have begun to offer training to foster cultural proficiency (CP) in future professionals. However, there is not yet consensus about the best ways to integrate CP into didactic and clinical education, and little is known about the role of clinical rotations in fostering CP. METHODS Here, a mixed-methods approach was used to survey students (n = 131) from a private all-graduate level osteopathic health sciences university to gain insight into the training approaches students encountered related to CP and how these may vary as a function of academic progression. The research survey included instruments designed to quantify students' implicit associations, beliefs, and experiences related to the CP training they encountered through the use of validated instruments, including Implicit Association Tests and the Ethnocultural Empathy Inventory, and custom-designed questions. RESULTS The data revealed that most students (73%) had received CP training during graduate school which primarily occurred via discussions, lectures, and readings; however, the duration and students' perception of the training varied substantially (e.g., training range = 1-100 hours). In addition, while students largely indicated that they valued CP and sought to provide empathetic care to their patients, they also expressed personal understandings of CP that often fell short of advocacy and addressing personal and societal biases. The results further suggested that clinical rotations may help students attenuate implicit biases but did not appear to be synergistic with pre-clinical courses in fostering other CP knowledge, skills, and attitudes. CONCLUSIONS These findings highlight the need to utilize evidence-based pedagogical practices to design intentional, integrated, and holistic CP training throughout health science programs that employ an intersectional lens and empowers learners to serve as advocates for their patients and address systemic challenges.
Collapse
Affiliation(s)
- Julie E Speer
- Teaching & Learning Center, A.T. Still University, 5835 E. Still Circle, Mesa, AZ, 85206, USA.
| | - Quincy Conley
- Teaching & Learning Center, A.T. Still University, 5835 E. Still Circle, Mesa, AZ, 85206, USA
| |
Collapse
|
3
|
Escobedo P, Garcia D, Cascelli L, Chavira G, Flores GE, Constantine Brown JL, Boyns D, Ainsworth AT. Comparing undergraduate research experiences before, during, and after the COVID-19 quarantine: The successful adaptation of the BUILD PODER Summer JumpStart program. PLoS One 2023; 18:e0295901. [PMID: 38153932 PMCID: PMC10754433 DOI: 10.1371/journal.pone.0295901] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/27/2022] [Accepted: 12/01/2023] [Indexed: 12/30/2023] Open
Abstract
In March 2020, the COVID-19 pandemic forced many in person undergraduate research experiences (UREs) to pivot to remote online training. To investigate how the COVID-19 quarantine disrupted student URE outcomes over time, the current study examines Building Infrastructure Leading to Diversity (BUILD) Promoting Opportunities for Diversity in Education and Research (PODER) URE outcomes across different platforms (in-person, remote, and hybrid models) by comparing student survey data from 2019 to 2021. Participants consisted of three cohorts: 2019 (n = 26 students), 2020 (n = 33), 2021 (n = 34). The BUILD PODER Summer JumpStart program (SJS), which aims to increase diversity in Science, Technology, Engineering, and Mathematics (STEM) by recruiting mostly underrepresented students, was conducted in person in 2019, remotely in 2020 and using a hybrid model in 2021. All students completed an online survey on the first and last day of the four-week SJS program. We used one-way and mixed ANOVA models to analyze Cohort, Time (pre-test vs. post-test scores), and interaction of Cohort and Time for Research Self-Efficacy, Sense of Belonging, Mentor Relationship, Mentee Knowledge, Health, Stress, and Student Program Satisfaction measures. Despite the platform changes, student scores increased significantly over time for all measures. There was a significant main effect of Time for Research Self-Efficacy, Sense of Belonging, Mentor Relationship, Mentee Knowledge, Health Assessment, and Stress Management. Findings indicate that URE programs that are implemented remotely and using a hybrid format can provide students with experiences similar to in-person URE programs. In addition, remote UREs may provide added benefits compared to in-person programs. For instance, remote UREs could engage more historically minoritized students, who may experience barriers to access, such as work/family commitments, financial constraints, and geographic limitations.
Collapse
Affiliation(s)
- Patricia Escobedo
- Department of Psychology, California State University, Northridge, Northridge, California, United States of America
| | - Daniel Garcia
- Department of Psychology, California State University, Northridge, Northridge, California, United States of America
- School of Education, University of California, Irvine, Irvine, California, United States of America
| | - Liam Cascelli
- Department of Psychology, California State University, Northridge, Northridge, California, United States of America
- Center for Assessment, Research, and Evaluation (CARE), California State University, Northridge, Northridge, California, United States of America
| | - Gabriela Chavira
- Department of Psychology, California State University, Northridge, Northridge, California, United States of America
| | - Gilberto E. Flores
- Department of Biology, California State University, Northridge, Northridge, California, United States of America
| | - Jodi L. Constantine Brown
- Center for Assessment, Research, and Evaluation (CARE), California State University, Northridge, Northridge, California, United States of America
- Department of Social Work, California State University, Northridge, Northridge, California, United States of America
| | - David Boyns
- Department of Social Work, California State University, Northridge, Northridge, California, United States of America
- Department of Sociology, California State University, Northridge, Northridge, California, United States of America
| | - Andrew T. Ainsworth
- Department of Psychology, California State University, Northridge, Northridge, California, United States of America
- Center for Assessment, Research, and Evaluation (CARE), California State University, Northridge, Northridge, California, United States of America
| |
Collapse
|
4
|
Gernert JA, Warm M, Salvermoser L, Krüger N, Bethe S, Kocheise L, von Hake M, Meyer-Schwickerath C, Graupe T, Fischer MR, Dimitriadis K. Characteristics and quality assessment of online mentoring profile texts in academic medical mentoring. BMC MEDICAL EDUCATION 2023; 23:849. [PMID: 37946146 PMCID: PMC10636985 DOI: 10.1186/s12909-023-04804-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/17/2022] [Accepted: 10/25/2023] [Indexed: 11/12/2023]
Abstract
BACKGROUND Mentoring is important for a successful career in academic medicine. In online matching processes, profile texts are decisive for the mentor-selection. We aimed to qualitatively characterize mentoring-profile-texts, identify differences in form and content and thus elements that promote selection. METHODS In a mixed method study first, quality of texts in 150 selected mentoring profiles was evaluated (10-point Likert scale; 1 = insufficient to 10 = very good). Second, based on a thematic and content analysis approach of profile texts, categories and subcategories were defined. We compared the presence of the assigned categories between the 25% highest ranked profiles with the 25% lowest ranked ones. Finally, additional predefined categories (hot topics) were labelled on the selected texts and their impact on student evaluation was statistically examined. RESULTS Students rated the quality of texts with a mean of 5.89 ± 1.45. 5 main thematic categories, 21 categories and a total of 74 subcategories were identified. Ten subcategories were significantly associated with high- and four with low-rated profiles. The presence of three or more hot topics in texts significantly correlated with a positive evaluation. CONCLUSION The introduced classification system helps to understand how mentoring profile texts are composed and which aspects are important for choosing a suited mentor.
Collapse
Affiliation(s)
- Jonathan A Gernert
- Institute of Medical Education, LMU University Hospital, Pettenkoferstr. 8a, Munich, 80336, Germany
- Institute for Clinical Neuroimmunology, LMU University Hospital, Munich, Germany
| | - Maximilian Warm
- Institute of Medical Education, LMU University Hospital, Pettenkoferstr. 8a, Munich, 80336, Germany
| | - Lukas Salvermoser
- Institute of Medical Education, LMU University Hospital, Pettenkoferstr. 8a, Munich, 80336, Germany
- Department of Radiology, LMU University Hospital, Munich, Germany
| | - Nils Krüger
- Institute of Medical Education, LMU University Hospital, Pettenkoferstr. 8a, Munich, 80336, Germany
| | - Stephan Bethe
- Institute of Medical Education, LMU University Hospital, Pettenkoferstr. 8a, Munich, 80336, Germany
| | - Lorenz Kocheise
- Institute of Medical Education, LMU University Hospital, Pettenkoferstr. 8a, Munich, 80336, Germany
| | - Malte von Hake
- Institute of Medical Education, LMU University Hospital, Pettenkoferstr. 8a, Munich, 80336, Germany
| | - Charlotte Meyer-Schwickerath
- Institute of Medical Education, LMU University Hospital, Pettenkoferstr. 8a, Munich, 80336, Germany
- Department I of Internal Medicine, Faculty of Medicine and University Hospital Cologne, University of Cologne, Cologne, Germany
| | - Tanja Graupe
- Institute of Medical Education, LMU University Hospital, Pettenkoferstr. 8a, Munich, 80336, Germany
| | - Martin R Fischer
- Institute of Medical Education, LMU University Hospital, Pettenkoferstr. 8a, Munich, 80336, Germany
| | - Konstantinos Dimitriadis
- Institute of Medical Education, LMU University Hospital, Pettenkoferstr. 8a, Munich, 80336, Germany.
- Department of Neurology, LMU University Hospital, Munich, Germany.
- Institute for Stroke and Dementia Research (ISD), LMU University Hospital, Munich, Germany.
| |
Collapse
|
5
|
Patel M, Singhal N, Sockalingam S. The Impact of the Transition to Virtual Environments on Medical Students Mentoring At-Risk Youth. ACADEMIC PSYCHIATRY : THE JOURNAL OF THE AMERICAN ASSOCIATION OF DIRECTORS OF PSYCHIATRIC RESIDENCY TRAINING AND THE ASSOCIATION FOR ACADEMIC PSYCHIATRY 2023:1-5. [PMID: 37016175 PMCID: PMC10072034 DOI: 10.1007/s40596-023-01771-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/21/2022] [Accepted: 03/07/2023] [Indexed: 06/19/2023]
Affiliation(s)
- Mitesh Patel
- University of Toronto, Toronto, Ontario, Canada.
- Centre for Addiction and Mental Health, Toronto, Ontario, Canada.
| | | | - Sanjeev Sockalingam
- University of Toronto, Toronto, Ontario, Canada
- Centre for Addiction and Mental Health, Toronto, Ontario, Canada
| |
Collapse
|
6
|
Outcomes of a pilot virtual mentorship program for medical students interested in surgery. Am J Surg 2023; 225:229-233. [PMID: 35934558 DOI: 10.1016/j.amjsurg.2022.07.004] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/21/2021] [Revised: 06/11/2022] [Accepted: 07/14/2022] [Indexed: 11/21/2022]
Abstract
BACKGROUND Lack of mentorship may deter medical students who identify as underrepresented minorities (URM) from entering academic surgery. METHODS 30 mentor-medical student pairs from the AWS 2020 virtual mentorship pilot-program were surveyed pre-and post-program to explore 1) feasibility of meetings, and, 2) program's perceived efficacy in fostering professional development skills. Participants responded using a 5-point Likert scale (1 = not at all; 5 = completely). Proportions of participants in each category were compared. RESULTS Proportion of participants perceiving monthly meetings to be completely feasible did not differ from pre-to post-program surveys for mentees (75%(21/28) vs. 71%(12/17); p = 0.743) or mentors (71%(17/24) vs 71%(13/18); p = 1.00). Compared to pre-program responses, mentees endorsed "completely" (Likert scale 5) improving with regard to their elevator speech (p = 0.001), developing their curriculum vitae (p = 0.003), ability to network (p = 0.021), and acquiring skills for career advancement (p = 0.003). CONCLUSION Virtual mentorship may be a feasible and effective means of increasing access to mentors for URM medical students.
Collapse
|
7
|
Alexander D, Bloom GA. Exploring coaches' experiences and perceptions of a virtual parasport coach mentorship program. PSYCHOLOGY OF SPORT AND EXERCISE 2023; 64:102303. [PMID: 37665803 DOI: 10.1016/j.psychsport.2022.102303] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/17/2021] [Revised: 09/28/2022] [Accepted: 09/29/2022] [Indexed: 09/06/2023]
Abstract
Partnering with a provincial coaching association in Canada, we explored the experiences and perceptions of 15 mentor and 29 mentee coaches who participated in a formal virtual parasport coach mentorship program. Data were gathered via focus groups and individual interviews and analyzed using a reflexive thematic analysis. Mentor coaches built a virtual relationship through mutual trust and respect and were perceived by their mentees as supportive, motivating, and knowledgeable. Mentee coaches valued conversations with their mentors surrounding disability-specific knowledge that enhanced their coaching efficacy. Coaches highlighted the need for a greater sense of community within parasport and recommended keeping a virtual component of the program to foster accessibility and learning. Findings provide insight into effective mentorship in parasport for researchers, practitioners, and organizations overseeing this important initiative. Our results will contribute to higher quality experiences for Canadian parasport coaches and athletes and work to progress the growth of parasport worldwide.
Collapse
|
8
|
Speer J, Conley Q, Thurber D, Williams B, Wasden M, Jackson B. A mixed-methods study of the effectiveness and perceptions of a course design institute for health science educators. BMC MEDICAL EDUCATION 2022; 22:873. [PMID: 36527044 PMCID: PMC9756627 DOI: 10.1186/s12909-022-03910-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 10/10/2022] [Accepted: 11/21/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND Most health care professionals get their start in academics without formal teaching training. As such, institutions encourage participation in opportunities to address gaps in faculty's knowledge of pedagogy and learning theory in order to promote both successful student and patient outcomes. This study aimed to examine the reception of a faculty development program focused on teaching participants the basics of course design. METHODS Applying a mixed-method approach, this retrospective study used pre/post-tests, assignment grades, self-assessment questionnaires, and focus groups to elucidate the impact of the faculty development intervention on course design. The participants (n = 12) were health educators from a private all-graduate level university with campus locations across the United States, including in the Southwest and Midwest. In the Course Design Institute (CDI), the participating faculty learned evidence-based instructional approaches and techniques to implement contemporary teaching practices. RESULTS The data from the pre/post-tests and focus groups suggest that participants learned about topics including instructional alignment, learning goals and objectives, instructional strategies, assessment planning, feedback approaches, communicating expectations, and adult learning theories by participating in this course. The final deliverable scores indicate that the CDI graduates were able to apply a backward design process to plan their own instruction. Data from both the survey and the focus groups suggest that participants were satisfied with the experience and particularly appreciated that the course was relevant to them as educators in the health sciences. CONCLUSIONS The results of this study indicate that the CDI was influential in developing the faculty's knowledge of the course design process, promoted the application of course design and pedagogy skills amongst CDI graduates, and positively impacted self-reported attitudes about their teaching abilities. In addition, feedback from participants indicates that they recognized the value of this program in their own development and they believed it should be a required course for all educators at the institution.
Collapse
|
9
|
Junn JC, Whitman GJ, Wasnik AP, Wang MX, Guelfguat M, Goodman ED, Middlebrooks EH. Virtual Mentoring: A Guide to Navigating a New Age in Mentorship. Acad Radiol 2022; 30:749-754. [PMID: 36089477 DOI: 10.1016/j.acra.2022.08.014] [Citation(s) in RCA: 7] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/28/2022] [Revised: 07/23/2022] [Accepted: 08/07/2022] [Indexed: 11/28/2022]
Abstract
Mentorship is a fundamental part of professional and personal growth. Over time, the fabric of mentorship has been transforming from typical one-on-one mentor-mentee relationship to other types including peer, group, speed, and virtual mentoring. When the COVID-19 pandemic hit, it caused major disruptions in many facets of life and career, including mentoring. In response to the COVID-19 pandemic, live meetings were canceled, and social distancing measures were enacted at many institutions. Thus, the traditional set-up, with a face-to-face mentor and mentee interaction, was impossible. Many virtual platforms were utilized to navigate through these restrictions. In this review, we highlight challenges in mentorship during the COVID-19 pandemic and how we implemented different strategies to promote mentorship.
Collapse
Affiliation(s)
- Jacqueline C Junn
- Department of Diagnostic, Molecular, and Interventional Radiology, Icahn School of Medicine at Mount Sinai, New York, New York.
| | - Gary J Whitman
- Department of Breast Imaging, The University of Texas Anderson Cancer Center, Houston, Texas
| | - Ashish P Wasnik
- Department of Radiology, University of Michigan - Michigan Medicine, Ann Arbor, Michigan
| | - Mindy X Wang
- Department of Radiology, The University of Texas at Houston, Houston, Texas
| | - Mark Guelfguat
- Department of Radiology, Jacobi Medical Center at Albert Einstein College of Medicine, Bronx, New York
| | - Eric D Goodman
- Department of Radiology, Donald and Barbara Zucker School of Medicine at Hofstra/Northwell, Hempstead, New York
| | - Erik H Middlebrooks
- Department of Radiology, Mayo Clinic College of Medicine and Science, Jacksonville, Florida
| |
Collapse
|
10
|
Speer JE, Clapacs Z. Creation of a Novel Biomedical Engineering Research Course for Incarcerated Students. BIOMEDICAL ENGINEERING EDUCATION 2022; 2:157-165. [PMID: 35789897 PMCID: PMC9244394 DOI: 10.1007/s43683-022-00071-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 12/20/2021] [Accepted: 05/23/2022] [Indexed: 02/02/2023]
Abstract
Options for incarcerated individuals to participate in higher education in prison programs (HEPPs) have expanded in recent years to include courses in science, technology, engineering, and mathematics, however these students remain an underserved population in the United States. Thus, there are opportunities to expand the available offerings, increase the diversity of coursework available by introducing subjects such as biomedical engineering (BME), and include cocurricular and extracurricular activities widely considered critical components of undergraduate training including research experiences. As such, a year-long program was developed to introduce students pursuing a bachelor's degree in an HEPP through an R1 institution to research principles in BME. This course introduced students to disciplines within BME, offered opportunities to gain research experience as knowledge-creators, and supported engagement with a scientific learning community. Using a student-centered approach, the course was designed to incorporate activities for reflection, goal setting, and dialogue among participants and sought to leverage students' funds of knowledge and areas of personal scientific interest. This course represents a transferable model for offering BME courses and research-centered opportunities to students enrolled in other HEPPs and an opportunity to promote equity and access in higher education. Supplementary Information The online version contains supplementary material available at 10.1007/s43683-022-00071-6.
Collapse
Affiliation(s)
- Julie E. Speer
- Department of Biomedical Engineering, Washington University in St. Louis, St. Louis, MO USA
- Teaching and Learning Center, A.T. Still University, Mesa, AZ USA
| | - Zain Clapacs
- Department of Biomedical Engineering, Washington University in St. Louis, St. Louis, MO USA
| |
Collapse
|
11
|
Carey GB, Ezelle HJ, Steinle N, Cao Q, Simington L, Matson C, Singh N, Jones L, Mohindra P, Cullen KJ, Giglio M, Parker E, Hassel BA. Robust Institutional Support and Collaboration Between Summer Training Programs in Cancer and Biomedicine Drive the Pivot to a Virtual Format in Response to the COVID Pandemic. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2022; 37:857-871. [PMID: 35098479 PMCID: PMC8801290 DOI: 10.1007/s13187-021-02124-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 12/01/2021] [Indexed: 06/14/2023]
Abstract
Summer internships serve important roles in training the next generation of biomedical researchers and healthcare providers through laboratory and clinical experiences that excite trainees about these fields and help them make informed decisions about career paths. The SARS-CoV-2 (COVID) pandemic and associated physical distancing restrictions precluded implementation of traditional in-person summer curricula and led to the cancellation of many internships across the USA. COVID-related disruptions also created opportunities for trainees to engage in remote research, become proficient in online learning platforms, and explore multidisciplinary topics. These skills are highly relevant to trainees as virtual interfaces occupy an increasingly mainstream role in their professional paths. The response to the COVID pandemic required real-time adaptations at all levels for major biomedical institutions including the University of Maryland Baltimore (UMB). Pivoting summer programs to a virtual format as part of this response provided a "teachable moment" to expose trainees to the innovation and resilience that are essential components of the biomedical profession. UMB summer programs, which span diverse biomedical disciplines from cancer research to diabetes, consolidated resources and identified mentors with online research projects to develop a robust virtual curriculum. Herein, data from a cancer-focused internship illustrate the collaborative adaptations to established components and creation of new learning modules in the transition to, and implementation of, online training. Outcomes are presented in the context of the COVID pandemic and significant societal issues that arose in the summer of 2020. The utility of virtual components and their impact on future programs is discussed.
Collapse
Affiliation(s)
- G B Carey
- Greenebaum Comprehensive Cancer Center, University of Maryland School of Medicine, 108 N. Greene St, Baltimore, MD, 21201, USA
- Office of Student Research, University of Maryland School of Medicine, 108 N. Greene St, Baltimore, MD, 21201, USA
- Department of Microbiology and Immunology, University of Maryland School of Medicine, 108 N. Greene St, Baltimore, MD, 21201, USA
| | - H J Ezelle
- Greenebaum Comprehensive Cancer Center, University of Maryland School of Medicine, 108 N. Greene St, Baltimore, MD, 21201, USA
- Department of Microbiology and Immunology, University of Maryland School of Medicine, 108 N. Greene St, Baltimore, MD, 21201, USA
| | - N Steinle
- Department of Medicine, University of Maryland School of Medicine, 108 N. Greene St, Baltimore, MD, 21201, USA
- Maryland VA Health Care System, University of Maryland School of Medicine, 108 N. Greene St, Baltimore, MD, 21201, USA
| | - Q Cao
- Office of Student Research, University of Maryland School of Medicine, 108 N. Greene St, Baltimore, MD, 21201, USA
| | - L Simington
- Greenebaum Comprehensive Cancer Center, University of Maryland School of Medicine, 108 N. Greene St, Baltimore, MD, 21201, USA
| | - C Matson
- Department of Microbiology and Immunology, University of Maryland School of Medicine, 108 N. Greene St, Baltimore, MD, 21201, USA
| | - N Singh
- Greenebaum Comprehensive Cancer Center, University of Maryland School of Medicine, 108 N. Greene St, Baltimore, MD, 21201, USA
- Department of Microbiology and Immunology, University of Maryland School of Medicine, 108 N. Greene St, Baltimore, MD, 21201, USA
| | - L Jones
- Greenebaum Comprehensive Cancer Center, University of Maryland School of Medicine, 108 N. Greene St, Baltimore, MD, 21201, USA
- Department of Epidemiology and Public Health, University of Maryland School of Medicine, 108 N. Greene St, Baltimore, MD, 21201, USA
| | - P Mohindra
- Greenebaum Comprehensive Cancer Center, University of Maryland School of Medicine, 108 N. Greene St, Baltimore, MD, 21201, USA
- Radiation Oncology, University of Maryland School of Medicine, 108 N. Greene St, Baltimore, MD, 21201, USA
| | - K J Cullen
- Greenebaum Comprehensive Cancer Center, University of Maryland School of Medicine, 108 N. Greene St, Baltimore, MD, 21201, USA
| | - M Giglio
- Institute for Genome Science, University of Maryland School of Medicine, 108 N. Greene St, Baltimore, MD, 21201, USA
| | - E Parker
- Department of Physical Therapy and Rehabilitation Science, University of Maryland School of Medicine, 108 N. Greene St, Baltimore, MD, 21201, USA
| | - B A Hassel
- Greenebaum Comprehensive Cancer Center, University of Maryland School of Medicine, 108 N. Greene St, Baltimore, MD, 21201, USA.
- Department of Microbiology and Immunology, University of Maryland School of Medicine, 108 N. Greene St, Baltimore, MD, 21201, USA.
| |
Collapse
|
12
|
Grineski SE, Morales DX, Collins TW, Nadybal S, Trego S. A US National Study of Barriers to Science Training Experienced by Undergraduate Students during COVID-19. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:6534. [PMID: 35682120 PMCID: PMC9180582 DOI: 10.3390/ijerph19116534] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 04/11/2022] [Revised: 05/20/2022] [Accepted: 05/25/2022] [Indexed: 01/27/2023]
Abstract
Undergraduate research is a high-impact practice on college campuses. How the COVID-19 pandemic has affected undergraduate researchers' progress is poorly understood. We examine how demographics, academic characteristics, research disruptions and faculty mentorship are associated with four barriers to research progress. Data are drawn from a survey of over 1000 undergraduate student researchers across the US. We examine students who actively continued to conduct faculty-mentored research during mid-March/April 2020 (n = 485). Using generalized estimating equations that control clustering by institution, we found economic hardship, discomfort teleconferencing, lower quality mentors, sexual minority status and higher grade point averages were associated with motivation problems. Economic hardship, serious illness, Internet connection issues, a lack of face-to-face meetings and lower a frequency of mentor-mentee communication were associated with a time crunch with regard to conducting research. Discomfort teleconferencing, Internet connection issues, a lack of face-to-face meetings and decrease in research workload were associated with task uncertainty. Economic hardship, serious illness and being an engineering major were associated with lacking needed tools for the research. In sum, economic hardship was an important correlate of research barriers, as were communication challenges and sexual minority status. Results can inform practical actions by research program directors and faculty undergraduate research mentors.
Collapse
Affiliation(s)
- Sara E. Grineski
- Department of Sociology, University of Utah, Salt Lake City, UT 84112, USA
| | - Danielle X. Morales
- Department of Sociology and Anthropology, University of Texas at El Paso, El Paso, TX 79968, USA;
| | - Timothy W. Collins
- Department of Geography, University of Utah, Salt Lake City, UT 84112, USA; (T.W.C.); (S.N.); (S.T.)
| | - Shawna Nadybal
- Department of Geography, University of Utah, Salt Lake City, UT 84112, USA; (T.W.C.); (S.N.); (S.T.)
| | - Shaylynn Trego
- Department of Geography, University of Utah, Salt Lake City, UT 84112, USA; (T.W.C.); (S.N.); (S.T.)
| |
Collapse
|
13
|
Garelnabi M, Cowdin M, Fang Y, Shrestha B, Ushio-Fukai M, Aikawa E, Graham G, Molema G, Yanagisawa H, Aikawa M. Embracing Diversity, Equity, and Inclusion in the Scientific Community—Viewpoints of the Diversity, Equity, and Inclusion Committee of the North American Vascular Biology Organization. Front Cardiovasc Med 2022; 9:863256. [PMID: 35463765 PMCID: PMC9021758 DOI: 10.3389/fcvm.2022.863256] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2022] [Accepted: 01/31/2022] [Indexed: 11/13/2022] Open
Abstract
Recent increased visibility on racial issues in the United States elicited public outcry and a collective call for action. The social justice movement has facilitated energetic discussions about race, sexual orientation, and various issues of diversity, equity, and inclusion. This article discusses issues faced by people of color that we as scientists can address, as well as challenges faced by women and internationally trained scientists in the scientific community that need immediate attention. Moreover, we highlight various ways to resolve such issues at both institutional and individual levels. Silence and incremental solutions are no longer acceptable to achieving lasting social justice and ensure prosperous societies that work for all.
Collapse
Affiliation(s)
- Mahdi Garelnabi
- Diversity, Equity, and Inclusion Committee, North American Vascular Biology Organization (NAVBO), Germantown, MD, United States
- Department of Biomedical and Nutritional Sciences, University of Massachusetts, Lowell, MA, United States
- *Correspondence: Mahdi Garelnabi
| | - Mitzy Cowdin
- Diversity, Equity, and Inclusion Committee, North American Vascular Biology Organization (NAVBO), Germantown, MD, United States
- University of Texas Southwestern Medical Center, Dallas, TX, United States
| | - Yun Fang
- Diversity, Equity, and Inclusion Committee, North American Vascular Biology Organization (NAVBO), Germantown, MD, United States
- Section of Pulmonary and Critical Care, Department of Medicine, University of Chicago, Chicago, IL, United States
| | - Bandana Shrestha
- Diversity, Equity, and Inclusion Committee, North American Vascular Biology Organization (NAVBO), Germantown, MD, United States
| | - Masuko Ushio-Fukai
- Diversity, Equity, and Inclusion Committee, North American Vascular Biology Organization (NAVBO), Germantown, MD, United States
- Medical College of Georgia at Augusta University, Augusta, GA, United States
| | - Elena Aikawa
- Diversity, Equity, and Inclusion Committee, North American Vascular Biology Organization (NAVBO), Germantown, MD, United States
- Brigham and Women's Hospital, Harvard Medical School, Boston, MA, United States
| | - Garth Graham
- Healthcare and Public Health Partnerships, YouTube and Google Health, Playa Vista, CA, United States
| | - Grietje Molema
- Diversity, Equity, and Inclusion Committee, North American Vascular Biology Organization (NAVBO), Germantown, MD, United States
- University Medical Center Groningen, Groningen, Netherlands
| | - Hiromi Yanagisawa
- Diversity, Equity, and Inclusion Committee, North American Vascular Biology Organization (NAVBO), Germantown, MD, United States
- Life Science Center for Survival Dynamics, TARA, University of Tsukuba, Tsukuba, Ibaraki, Japan
| | - Masanori Aikawa
- Diversity, Equity, and Inclusion Committee, North American Vascular Biology Organization (NAVBO), Germantown, MD, United States
- Brigham and Women's Hospital, Harvard Medical School, Boston, MA, United States
- Masanori Aikawa
| |
Collapse
|