Combating Disparities in Exposure to Science, Technology, Engineering, and Math and Healthcare Careers

Background: Black, Latin, and Native American persons are racial and ethnic underrepresented minorities (URMs) among science, technology, engineering and math (STEM) degree recipients. Participation in extracurricular STEM activities has been associated with a higher likelihood of choosing STEM as a career. Given the evidence supporting out-of-school STEM programs and their contributions to the perceived self-efficacy of URM youth in choosing STEM careers, we developed a program to expose URM children to STEM in the healthcare setting at a free-standing tertiary pediatric hospital.

Methods: Lurie Junior Scholars (LJS) was developed by faculty and trainees in summer 2020. Pilot funding was secured through the Patrick M. Magoon Institute for Healthy Communities. Recruitment was targeted at URM children between eight and eighteen years of age; methods included emails to the Division of Emergency Medicine, paper flyers in the emergency department, and word of mouth. Children with any relation to our workforce were eligible for the program. Parents of URM children who expressed interest early in the recruitment process were designated as key informants and were interviewed to help determine the timing, duration, frequency, and content of the sessions. Due to the Covid-19 pandemic, we developed a virtual curriculum. Participants were divided into two groups: 8-13 years of age and 14-18 years of age, and were provided kits that included a plastic stethoscope, copies of ultrasound imaging, reusable splint materials, and a model skeleton. Participants completed pre- and post-program electronic surveys to measure change in knowledge, attitudes and beliefs towards learning STEM and pursuing healthcare careers.

Results: Thirteen students participated in our pilot program; seven in the younger group and six in the older group. Nine participants completed surveys: six in the older group and three in the younger group. Among older participants, we found an increase in self efficacy in learning STEM and an
increased awareness of healthcare careers based on a four-point anchored rating scale. Similarly, all participants reported an increase in their knowledge about healthcare careers at the end of the curriculum. In an open-ended question, students reported that they enjoyed learning about
“doctor tools” and having these items to keep, and recognized the hands-on portions of these sessions as their favorites (e.g. practicing CPR, creating splints, listening to their own hearts/lungs/abdomens).

Conclusion: LJS sought to expose URM children to STEM in the healthcare setting and enhance their awareness of STEM career opportunities. This pilot project recruited children affiliated with the workforce in Emergency Medicine. Our short-term goals were to increase participant knowledge and self-efficacy of STEM and healthcare fields. Given the long-term goal of increasing STEM secondary education and careers, further follow up and continued engagement with students would be beneficial.