Senior Scholars Program

Title

Inspiring careers in STEM and healthcare fields through medical simulation embedded in high school science education

UMMS Affiliation

School of Medicine; Senior Scholars Program

Faculty Advisor

Nancy Oriol (Harvard Medical School) and Christina Hernon (UMMS Department of Emergency Medicine)

Date

9-1-2014

Document Type

Article

Medical Subject Headings

Adolescent; Adult; *Career Choice; Humans; *Models, Theoretical

Disciplines

Medical Education | Science and Mathematics Education

Abstract

The most effective ways to promote learning and inspire careers related to science, technology, engineering, and mathematics (STEM) remain elusive. To address this gap, we reviewed the literature and designed and implemented a high-fidelity, medical simulation-based Harvard Medical School MEDscience course, which was integrated into high school science classes through collaboration between medical school and K-12 faculty. The design was based largely on the literature on concepts and mechanisms of self-efficacy. A structured telephone survey was conducted with 30 program alumni from the inaugural school who were no longer in high school. Near-term effects, enduring effects, contextual considerations, and diffusion and dissemination were queried. Students reported high incoming attitudes toward STEM education and careers, and these attitudes showed before versus after gains (P < .05). Students in this modest sample overwhelmingly attributed elevated and enduring levels of impact on their interest and confidence in pursuing a science or healthcare-related career to the program. Additionally, 63% subsequently took additional science or health courses, 73% participated in a job or educational experience that was science related during high school, and 97% went on to college. Four of every five program graduates cited a health-related college major, and 83% offered their strongest recommendation of the program to others. Further study and evaluation of simulation-based experiences that capitalize on informal, naturalistic learning and promote self-efficacy are warranted.

Rights and Permissions

Citation: Adv Physiol Educ. 2014 Sep;38(3):210-5. doi: 10.1152/advan.00143.2013. Link to article on publisher's site

Related Resources

Link to Article in PubMed

Comments

Louis Berk participated in this study as a medical student as part of the Senior Scholars research program at the University of Massachusetts Medical School.

Keywords

health care, medical simulation, science education, science, technology, engineering, and mathematics

PubMed ID

25179609