Near Peer Mentors to Address Socio-Emotional Issues Among Underrepresented Minority High School Students in Research Intensive STEM Programs: Perceptions of Students and Mentors

Qua, Kelli; Pinkard, Otis; Kundracik, Emma C; Ramírez-Bergeron, Diana L.; Berger, Nathan A.

doi:10.15695/jstem/v3i1.06

Cited by 10 publications

(4 citation statements)

References 10 publications

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“…Descriptions of the overall SEO/ YES program and the near peer mentor component have previously been described. (Qua et al, 2020a;Qua et al, 2020b) In response to the pandemic, the program was adapted to a totally virtual format, using zoom technology. To design the new virtual format, we relied primarily on our previous 17-year experience with high school students, indicating that our most successful and well-received programs were those that were highly engaging and interactive, that involved active versus passive learning, that stimulated student question and answers and that encouraged students to think and interact on-the-spot.…”

Section: Introductionmentioning

confidence: 99%

Sustaining Student Engagement – Successes and Challenges of a Virtual STEM Program for High School Students

Qua

Raza

Junk

et al. 2021

JSTEM

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indepth research immersion STEM programs to engage high school students in biomedical research and encourage pursuit of careers in health-related research and clinical care. Due to COVID-19, the 2020 programs were delivered entirely virtually. Student and faculty perceptions of the virtual experience were evaluated using surveys and focus groups. Ninety percent of students felt the virtual program met expectations. Student rankings for programmatic components that could remain virtual in future years showed a preference for highly interactive activities, especially mentorship and dialogue-based activities like discussions of science in the news. Ninety-seven percent of faculty agreed students' scientific knowledge improved. Faculty commented that certain research projects (e.g., data analysis, literature reviews) were highly appropriate for a virtual program, but that the lack of hands-on laboratory activities was challenging. Increased individual attention, flexibility, and independence were hailed as strengths of the virtual program. These findings identify activities that sustain student interest in biomedical, healthcare, and cancer related research using a virtual medium and indicate mentorship and interactive discussion-based activities enhance virtual education. Moreover, the results support incorporation of interactive online pedagogical approaches to enhance student engagement virtually and in-person.

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Section: Introductionmentioning

confidence: 99%

Sustaining Student Engagement – Successes and Challenges of a Virtual STEM Program for High School Students

Qua

Raza

Junk

et al. 2021

JSTEM

Self Cite

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“…For the variable of opportunity to discuss social or psychological problem during mentor meeting, 66.7% of junior level mentees agreed and about 54.6% senior level mentees agreed for the same variable. A study conducted in Case Western Reserve University, United States of America in their mentorship programs, one author recognized the importance of social issues in science and shared experience in their mentorship program with excited and rewarded way as provided good mentorship will bring the underprivileged students can shine to the successful graduates irrespective of socioeconomic background, ethnicity and race [27].…”

Section: Discussionmentioning

confidence: 99%

Experience of a Formal Mentorship Program at Saudi Board Family Medicine Residency Program in Qassim, Saudi Arabia

Alfi

Kalevaru

Rabbani

et al. 2023

JESBS

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Background: Health care institutes started mentorship programs for the professional and social development of trainees and junior health care staff. The objective of the present study was to find the perceptions of mentees and mentors about the process of the mentorship program at Qassim Family Medicine academy. Methodology: A cross-sectional study was carried out among the mentees (60) and mentors (31) affiliated with Family Medicine Academy, Qassim in September 2022. Data was collected using a semi structured questionnaire. Data was analyzed with SPSS. Results: A total of 60 mentees and 31 mentors participated. The majority of mentees opined that the mean number of mentor meetings was 2.76 per year. Mentees perceptions about clear objectives in their meeting was 71.7%, the same percentage (70%) mentioned as opportunity to discuss strengths and weaknesses in the mentor meeting. Sevety-seven percent of the mentors opined that mentee achieved their set targets large extent to fully. The mentees mean overall satisfaction and standard deviation about the mentorship program was 7.5 ± 2.72, mentors overall satisfaction was reported 7.8 ± 1.7 out of 10. Conclusions: Based on the findings, mentors and mentees were overall satisfied with the mentorship program. But, Mentees’ perceptions about social or psychological problems and professional development agreed was nearly fifty percent only. On the other hand, mentors had concerns related to the keenness of mentees for the mentorship meeting. There is a need to focus on these domains in the forthcoming mentorship programs.

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“…The MD/PhD students first meet with high school guidance counselors to learn best practices for working with and engaging high school students. (Qua et al, 2020b). Focused book discussions were used as another educational technique employed by the program.…”

Section: Methodsmentioning

confidence: 99%

Disparities Education Strategies in the Case Comprehensive Cancer Center STEM Focused Youth Enjoy Science Program

Omoijuanfo

Williams

Qua

et al. 2022

JSTEM

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The Youth Enjoy Science/Scientific Enrichment and Opportunity (YES/SEO) Program at Case Western Reserve University (CWRU) School of Medicine and the Case Comprehensive Cancer Center (Case CCC) in Cleveland, OH is an intensive Research, Science, Technology, Engineering, and Mathematics (STEM) program targeted at engaging underrepresented minority high school students to better understand and to pursue careers in cancer research and healthcare. The program's long-range goals are to increase diversity of the cancer professional workforce to contribute to elimination of cancer health inequities. A challenging aspect of this intensive research and STEM education program is how to effectively teach about cancer health disparities and to address the importance of developing strategies for their remediation. We describe herein some innovative approaches utilized to engage students in learning about disparities and thinking about solutions. Overall, feedback from our students indicates the importance of introducing disparities education topics often and using multiple approaches, including small and large meetings as well as lecture and conversational formats. These approaches provide opportunities for frequent student engagement and concept reinforcement. Based on this experience, a series of recommendations are provided for incorporating disparities education into intensive research and STEM programs.

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Near Peer Mentors to Address Socio-Emotional Issues Among Underrepresented Minority High School Students in Research Intensive STEM Programs: Perceptions of Students and Mentors

Cited by 10 publications

References 10 publications

Sustaining Student Engagement – Successes and Challenges of a Virtual STEM Program for High School Students

Sustaining Student Engagement – Successes and Challenges of a Virtual STEM Program for High School Students

Experience of a Formal Mentorship Program at Saudi Board Family Medicine Residency Program in Qassim, Saudi Arabia

Disparities Education Strategies in the Case Comprehensive Cancer Center STEM Focused Youth Enjoy Science Program

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