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Experiential-Learning Opportunities Enhance Engagement in Pipeline Program: A Qualitative Study of the Doctors of Tomorrow Summer Internship Program.
Kana, Lulia A; Noronha, Carol; Diamond, Sarah; Pun, Matthew; Broderick, Michael T; Finks, Jonathan; Sandhu, Gurjit.
Afiliación
  • Kana LA; University of Michigan Medical School, 1301 Catherine St., Ann Arbor, MI, 48109, USA.
  • Noronha C; University of Michigan Medical School, 1301 Catherine St., Ann Arbor, MI, 48109, USA.
  • Diamond S; University of Michigan Medical School, 1301 Catherine St., Ann Arbor, MI, 48109, USA.
  • Pun M; University of Michigan Medical School, 1301 Catherine St., Ann Arbor, MI, 48109, USA.
  • Broderick MT; University of Michigan Medical School, 1301 Catherine St., Ann Arbor, MI, 48109, USA.
  • Finks J; Department of Surgery, Michigan Medicine, 1500 E. Medical Center Dr., Ann Arbor, MI, 48109, USA.
  • Sandhu G; Department of Surgery, Michigan Medicine, 1500 E. Medical Center Dr., Ann Arbor, MI, 48109, USA. Electronic address: gurjit@umich.edu.
J Natl Med Assoc ; 112(1): 15-23, 2020 Feb.
Article en En | MEDLINE | ID: mdl-32037249
PURPOSE: Doctors of Tomorrow (DoT) is a pipeline program between the University of Michigan Medical School and Cass Technical High School in Detroit where the overall mission is to encourage youth from communities that are underrepresented in medicine to pursue their interests in healthcare careers. Students have the opportunity to apply for a summer internship between 9th grade and 10th grade. There is limited literature on the effectiveness of experiential-learning opportunities in pipeline programs to support development of personal and professional skills. The purpose of this study was to examine the experiences of students participating in the DoT summer internship program in order to better understand how their engagement influenced personal and professional development. METHOD: An exploratory qualitative study was conducted using responses from 27 students who participated in the DoT summer internship program between 2014 and 2018. Students engaged in self-reflective practices prompted by weekly surveys. Data were analyzed through an inductive process by coding and thematic analysis. RESULTS: Four overarching themes were identified: (1) engagement in authentic experiential-learning opportunities; (2) development of professional skills; (3) self-reflection and actualization; and (4) real world barriers in experiential-learning. CONCLUSIONS: High school students engaged in a variety of different community internships and shared insights that illustrated depth and diversity of understanding health in their community. Their reflections illustrate the added value of experiential-education in pipeline programs.
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Estudiantes de Medicina / Selección de Profesión / Aprendizaje Basado en Problemas Tipo de estudio: Evaluation_studies / Qualitative_research Aspecto: Equity_inequality Límite: Adult / Female / Humans / Male Idioma: En Revista: J Natl Med Assoc Año: 2020 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Estados Unidos
Texto completo
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Texto completo: 1 Colección: 01-internacional Base de datos: MEDLINE Asunto principal: Estudiantes de Medicina / Selección de Profesión / Aprendizaje Basado en Problemas Tipo de estudio: Evaluation_studies / Qualitative_research Aspecto: Equity_inequality Límite: Adult / Female / Humans / Male Idioma: En Revista: J Natl Med Assoc Año: 2020 Tipo del documento: Article País de afiliación: Estados Unidos Pais de publicación: Estados Unidos