Penn Access Summer Scholars program: a mixed method analysis of a virtual offering of a premedical diversity summer enrichment program. Issue 1 (1st January 2021)

• Record Type: Journal Article
• Authors: Zhou, Cecilia; Okafor, Chielozor; Hagood, Jamal; DeLisser, Horace M.
• Is Part Of: Medical education online. Volume 26:Issue 1(2021)
• Publication Date: 2021-01-01
• Subjects: Healthcare disparities -- healthcare workforce diversity -- medical student diversity -- medical student admissions -- minority pre-medical summer programs -- pipeline programs -- underrepresentation in medicine; Medical education -- Periodicals; Education, Medical -- Periodicals; 610.71
• DOI: 10.1080/10872981.2021.1905918
• Languages: English
• ISSNs: 1087-2981

Abstract

ABSTRACT: In the USA, numerous summer programs are available for undergraduate students that seek to increase the number of individuals from groups underrepresented in medicine (URM) that matriculate to medical school. These programs have typically been conducted at research-focused institutions, involving hands-on-research and various enrichment experiences. For 2020, the COVID-19 pandemic resulted in the suspension of on-campus student activities at American universities, necessitating a switch to a virtual format for these URM-focused programs. Outcomes, however, from these programs conducted virtually, necessitated by the COVID-19 pandemic, have not been reported. The Penn Access Summer Scholars (PASS) program at the Perelman School of Medicine (PSOM) targets URM undergraduates, providing two consecutive summers of mentored research and enrichment experiences, with the goal of enabling participants' matriculation to PSOM. PASS has been an 8 week on-campus experience, but during summer 2020, virtual programming of 6 weeks was provided due to the COVID-19 pandemic. Participants in the 2020 virtual offering of PASS completed pre- and post-program surveys that included 5-point Likert-style and open-ended questions to determine the impact of the programing on self-assessments of research skills, familiarity with the physician identity, and preparedness to be a PSOM student. Post-program, participants also assessed program administration and content. With respect to program objectives, participants reported significant increases in their self-reported confidence in conducting research, understanding of physician identity, and sense of preparedness for medical school. The educational value of the program content, their level of engagement in the program and the overall quality of the program were rated as excellent or outstanding by large majorities of respondents. Content analyses of participant comments were consistent with these quantitative results. Therefore, a premedical summer enrichment program targeting URM undergraduates can be successfully conducted virtually to achieve program objectives and may increase the availability to these initiatives.