Building a virtual summer research experience in cancer for high school and early undergraduate students: lessons from the COVID-19 pandemic

Abstract

Background The COVID-19 pandemic posed a unique challenge for summer research programs in 2020, particularly for programs aimed at hands-on experience for younger trainees. The Indiana University Melvin and Bren Simon Comprehensive Cancer Center supports two pipeline programs, which traditionally immerse high school juniors, seniors, and early undergraduate students from underrepresented populations in science in hands-on projects in cancer biology labs. However, due to social distancing policies during the pandemic and reduction of research operations, these students were not physically allowed on campus. Thus, the authors set out to strategically pivot to a wholly virtual curriculum and evaluate the Virtual Summer Research Experience in Cancer outcomes. Methods The virtual program included four components: 1. a core science and professional development curriculum led by high school teachers and senior undergraduates; 2. faculty-delivered didactic sessions on cancer science; 3. mentored, virtual research projects with research faculty; and 4. online networking events to encourage vertical mentoring. Outcomes data were measured using a locally created 11-item Research Preparation Scale, daily electronic feedback, and weekly structured evaluation and feedback via Zoom. Results Outcome data suggested high self-reported satisfaction with the virtual program. Outcome data also revealed the importance of coordination between multiple entities for seamless program implementation. This includes the active recruitment and participation of high school teachers and further investment in information technology capabilities of institutions. Conclusions Findings reveal a path to educate and train high school and early undergraduate students in cancer research when hands-on, in-person training is not feasible. Virtual research experiences are not only useful to engage students during public health crises but can provide an avenue for cancer centers to expand their cancer education footprints to remotely located schools and universities with limited resources to provide such experiences to their students.

Development of a clinical and translational research curriculum for undergraduate students

“…Nine students (three males; six females) participated in the program. The median (and range) student age were 21 (19)(20)(21)(22)(23) years. Seven of the students identified as White, one identified as Asian, and one identified as both White and Hispanic.…”

A Model of Science, Technology, Engineering, and Mathematics Remote Research-Based Learning

“…In this article, we introduce two IAREs from EROL available to high school students and present their learning gains based on their implementation in the summers of 2020 and 2021, during the peak of the COVID-19 pandemic. During this pandemic, implementing hands-on AREs became a major challenge, especially during the summer (Corson et al, 2021). In 2020, in addition to the shift to remote classroom learning, after-school activities and summer camps were canceled due to their potential health risks associated with the pandemic.…”

“…At the high school level, benefits from research activities include gains in disciplinary content knowledge and science practice, intellectual development, self-confidence, and communication skills (Bell et al, 2003; Sadler et al, 2010; Kitchen et al, 2018; Mastronardi et al, 2020; Puslednik & Brennan, 2020; Corson et al, 2021). These benefits may result in a deeper interest in scientific disciplines that encourages students to enroll in college, partake in graduate studies, and pursue science, technology, engineering, and mathematics (STEM) career paths (Tai et al, 2017; Kitchen et al, 2018; Mastronardi et al, 2020; Wickliffe et al, 2020; NASEM, 2021).…”

Pedagogical Models to Implement Effective STEM Research Experience Programs in High School Students

“…This led many educationists and authorities to devise virtual RE models to continue the smooth functioning of practical apprenticeships and summer internships. One such study was modeled by Corson et al [31], incorporating research practices in students through digital and online means. Their self-reported student and mentor results suggested a high degree of satisfaction with the virtual program.…”