120 - Effects of a Culturally Responsive Mini-Medical School Curriculum on the Cognitive and Affective Functioning of First-Generation Students and their Parents

Poster Number: 120
Publication Number: 120.216

Donna Kaczynski, Creighton University School of Medicine, Omaha, NE, United States; Kiana B. Verplancke, Creighton University School of Medicine, Omaha, NE, United States; Harshaan Dhaliwal, Creighton University School of Medicine, Omaha, NE, United States; Zohal Sarwary, Creighton University School of Medicine, Fremont, CA, United States; Erin Faloon, Creighton University School of Medicine, omaha, NE, United States; Megan M. Gibbons, Creighton University, OMAHA, NE, United States; Margaret Carrig, Creighton University School of Medicine, Omaha, NE, United States; Julia B. Griffin, Creighton University School of Medicine, Omaha, NE, United States; Ronn Johnson, Creighton University School of Medicine, Omaha, NE, United States

Background: The Creighton Mini Medical School (MMS) Program is a unique student-run initiative that invites 4th-12th first-generation, rural, Native American, and underrepresented students and allies in diversity and inclusion to learn about health field careers and applying to higher education. During this half-day event, students participate in interactive events to foster interest in medicine: hands-on skills practice, mentorship with current medical students, and question and answer panels with current professionals. Parents attend a parallel curriculum to learn about higher education admissions and financing. First-generation students can often be from socioeconomically disadvantaged circumstances and thus consistently remain underrepresented in healthcare. Research has noted children from disadvantaged backgrounds list inadequate mentoring and advisorship in early education as social barriers for higher education.

Objective: Our MMS program will deliver resources for children to be more academically and psychosocially prepared for healthcare careers. The parallel parent curriculum will allow parents to feel more empowered to support their child through higher education and foster interest in medicine.

Design/Methods: Students and families were recruited to attend one of eight MMS events, in person and virtual. Students (n=42) and parents (n=28) voluntarily completed an IRB approved anonymous pre-event and post-event survey assessing demographic and socioeconomic factors and program effectiveness. Descriptive statistics and a paired samples t-test were analyzed with SPSS.

Results: Across four MMS events, most parents reported mean age of 40-44 (25%), mean income $25,000-$49,999 (36%), and are employed full-time (67%). There is evidence (t=2.617, p = 0.017, CI 95%) the MMS improves parents' understanding of the resources available to help their child study for standardized exams. There is also evidence (t=3.023, p = 0.007, CI 95%) that the MMS improves parents' understanding of what makes a student a strong applicant for graduate school or other healthcare programs. Parents importantly reported feeling better prepared to help their child succeed in medical school (t=3.904, p < 0.001, CI 95%).Conclusion(s): The MMS program is a new and innovative community initiative fostering childhood interest in science fields and empowering families. To increase diversity and inclusion in future generations, the MMS program provides a community network, elevates needs, and supports communities who may lack access to educational resources.
Donna Kaczynski CVCV 2022.pdf