P0679 - Health Empowerment through a School-Based Health Sciences Program. Not Your Regular Health Class: When Doctors and Scientists Interact with Secondary Students as Professionals.

Background: The underrepresentation of minorities in healthcare professions is well-documented. Existing programs introducing students to science and health professions may limit their reach into underrepresented communities by using conventional models of selection (e.g. an application process).

Purpose: The aim was to implement a direct mentorship program that successfully recruited students from underserved populations and positively impacted those students’ knowledge of and attitudes toward the sciences and toward healthcare resources.

Methods: The Health Sciences Mentorship Program (HSMP) was offered for 9th-12th graders at a local public charter school where 71% of students are economically disadvantaged. Students who showed interest by picking up an application, but did not apply, were approached individually, and invited to join. The core of the program consisted of weekly 90-minute meetings during the school day where students engaged with guest speakers (MDs, PhDs, etc.). Guest speakers were asked to interact with the student audience no differently than they would with an audience of their colleagues. Additionally, subgroups of students attended 9 graduate student seminars and 6 college/graduate conferences. Pre- and post- program surveys, individual interviews, and ongoing self-reflections were used to assess the program’s impact.

Results: A total of 72 students obtained an application (Figure 1). 42 completed it and joined (59%) - Group 1. Of the remaining 30, 29 (97%) joined the program after being invited - Group 2, with 90% stating that the application had been a barrier. Differences between groups were marked by Group 2 having a higher percentage of minority students and a lower percentage of families with higher education degrees (Figure 2).

HSMP provided 2400+ student-hours of interaction with healthcare professionals. Before the program, 35% of students responded that they experienced apprehension about visiting the doctor. After the program, 26% did so. Likewise, 87% of respondents indicated that after HSMP, they were now “more likely” or “much more likely” to ask questions of their healthcare provider.

The program has now gone through 4 years of existence. The program has experienced year-over-year growth, with 128 students this year (2019-2020) who will complete the program in June, with the final few weeks delivered via distance learning.

Conclusions: HSMP changes attitudes towards healthcare and empowers students as patients and advocates for their own health. Our data shows that many of the students who participate as a result of the lack of application barriers are precisely those that come from underserved backgrounds. HSMP is now a cornerstone of this school’s community.

The program remains open to any interested student, attracting a substantial underserved cohort. The commitment to serving every interested student has meant that we are always expanding capacity. It is our duty to not reinforce fences for those who need the gates opened the most.