Inspiring careers in STEM and healthcare fields through medical simulation embedded in high school science education
Authors
Berk, LouisMuret-Wagstaff, Sharon L.
Goyal, Riya
Joyal, Julie A.
Gordon, James A.
Faux, Russell
Oriol, Nancy
Faculty Advisor
Nancy Oriol (Harvard Medical School) and Christina Hernon (UMMS Department of Emergency Medicine)Document Type
Journal ArticlePublication Date
2014-09-01Keywords
AdolescentAdult
*Career Choice
Humans
*Models, Theoretical
health care
medical simulation
science education
science
technology
engineering
and mathematics
Medical Education
Science and Mathematics Education
Metadata
Show full item recordAbstract
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.Source
Adv Physiol Educ. 2014 Sep;38(3):210-5. doi: 10.1152/advan.00143.2013. Link to article on publisher's siteDOI
10.1152/advan.00143.2013Permanent Link to this Item
http://hdl.handle.net/20.500.14038/49268PubMed ID
25179609Notes
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.
Related Resources
Link to Article in PubMedae974a485f413a2113503eed53cd6c53
10.1152/advan.00143.2013