E-learning in a virtual science camp for urban youth

Holden, Lynne; Morrison, Andrew; Berger, Wallace; Siegel, Elliot R.

doi:10.3233/isu-130718

Cited by 7 publications

(5 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It has the potential to introduce more students to MIM offerings than is possible in the ASP where there may be conflicts with after school work schedules; and the ISP courses where enrollments are very limited. A total of 55 students successfully completed the course requirements in 2013 and 142 in 2014 [11]. …”

Section: Implementation Of Best Practices In Mim Programmingmentioning

confidence: 99%

Promoting careers in health care for urban youth: What students, parents and educators can teach us

Holden

Rumala²,

Carson

et al. 2014

ISU

Self Cite

View full text Add to dashboard Cite

There are many obstacles that urban youth experience in pursuing health careers, but the benefits of diversifying the classroom and workforce are clear. This is especially true today as educators and policymakers seek to enhance underrepresented minority students’ access to health careers, and also achieve the health workforce needed to support the Affordable Care Act. The creation of student pipeline programs began more than 40 years ago, but success has been equivocal. In 2008, Mentoring in Medicine (MIM) conducted a research project to identify how students learn about health careers; develop strategies for an integrated, experiential learning program that encourages underrepresented minority students to pursue careers in health; and translate these into best practices for supporting students through their entire preparatory journey. Six focus groups were conducted with educators, students, and their parents. The inclusion of parents was unusual in studies of this kind. The outcome yielded important and surprising differences between student and parent knowledge, attitudes and beliefs. They informed our understanding of the factors that motivate and deter underrepresented minority students to pursue careers in health care. Specific programmatic strategies emerged that found their place in the subsequent development of new MIM programming that falls into the following three categories: community-based, school-based and Internet based. Best practices derived from these MIM programs are summarized and offered for consideration by other health career education program developers targeting underrepresented minority students, particularly those located in urban settings.

show abstract

Section: Implementation Of Best Practices In Mim Programmingmentioning

confidence: 99%

Promoting careers in health care for urban youth: What students, parents and educators can teach us

Holden

Rumala²,

Carson

et al. 2014

ISU

Self Cite

View full text Add to dashboard Cite

show abstract

“…Even prior to the pandemic, the feasibility of virtual science camps to reach underserved minority students was demonstrated. 8 Online camps have provided support for children with other chronic conditions. 9 , 10 An online diabetes camp delivered through social media in Turkey provided diabetes education to thousands of participants.…”

Section: Discussionmentioning

confidence: 99%

Implementation of Virtual Fontan Heart Camps During a Pandemic

Tham

Harake

Lin

et al. 2023

World J Pediatr Congenit Heart Surg

View full text Add to dashboard Cite

Background Children with a Fontan operation represent a unique form of congenital heart disease (CHD) that requires multiple cardiac surgeries and procedures with an uncertain long-term outcome. Given the rarity of the types of CHD that require this procedure, many children with a Fontan do not know any others like them. Methods With the cancelation of medically supervised heart camps due to the COVID-19 pandemic, we have organized several physician-led virtual day camps for children with a Fontan operation to connect with others in their province and across Canada. The aim of this study was to describe the implementation and evaluation of these camps via the use of an anonymous online survey immediately after the event and reminders on days 2 and 4 postevent. Results Fifty-one children have participated in at least 1 of our camps. Registration data showed that 70% of participants did not know anyone else with a Fontan. Postcamp evaluations showed that 86% to 94% learned something new about their heart and 95% to 100% felt more connected to other children like them. Conclusion We have demonstrated the implementation of a virtual heart camp to expand the support network for children with a Fontan. These experiences may help to promote healthy psychosocial adjustments through inclusion and relatedness.

show abstract

“…Created and implemented in 2012, the Virtual Summer Science Camp (VSC) utilized a hybrid method of instruction with “live” student audience and the virtual audience would engage with “live” speakers and activities. The Mentoring in Medicine Team was able to provide a novel meaningful project-based learning experience for students internationally beginning in middle school as demonstrated through formal evaluation of the summer of July 2012 in which the Cardiovascular System was taught [ 5 ]. First, students explored a variety of careers in the health professions.…”

Section: The Growth Of Mimmentioning

confidence: 99%

Mentoring in Medicine (MIM): Motivating and enabling disadvantaged youth to become the next generation of minority health professionals

Holden

2022

ISU

View full text Add to dashboard Cite

Mentoring in Medicine, Inc (MIM) is a nonprofit health and science youth development organization based in the Bronx, NY. Founded in 2006 by three physicians and an engineer- trained entrepreneur, MIM’s organizational goal is to expose socioeconomically disadvantaged students to the wide variety of health and science careers and to increase the health literacy of their communities. It is aligned with the outreach mission of the U.S. National Library of Medicine (NLM) whose former Director, Donald A.B. Lindberg M.D., fostered an enduring relationship. Technical assistance, evaluation, and financial support provided under his leadership helped MIM to become a nationally recognized organization leading the field to diversify health careers and to increase health literacy in often hard to reach populations. Through live and virtual programming, MIM has impacted nearly 58,000 students, parents, and educators in urban epicenters in the U.S. The MIM Team has helped 503 students who were discouraged to build a competitive application and matriculate in health professional school. MIM has 88 press features highlighting its work in the community.

show abstract

E-learning in a virtual science camp for urban youth

Cited by 7 publications

References 7 publications

Promoting careers in health care for urban youth: What students, parents and educators can teach us

Promoting careers in health care for urban youth: What students, parents and educators can teach us

Implementation of Virtual Fontan Heart Camps During a Pandemic

Mentoring in Medicine (MIM): Motivating and enabling disadvantaged youth to become the next generation of minority health professionals

Contact Info

Product

Resources

About