Introduction/Background

The Johns Hopkins Underserved in the Medical Professions program (JUMP) is open to all JHU students and recent alums who are committed to pathways as health professionals who engage with culturally and economically diverse communities. Initially, we faced limited and sporadic engagement from our members, with many students disengaging and dropping off the prehealth pathway. This trend highlighted the need for a more structured and supportive approach to ensure sustained participation and advancement. Through our focus of developing an inclusive pathway program, we are pleased to present insights and strategies from JUMP. This poster will detail our methods to create a dynamic and supportive prehealth pathway for undergraduate students from socioeconomically and culturally diverse communities.

Methods

Our journey began with significant challenges in maintaining student engagement, which led us to reimagine our program structure and approach. Initially, we faced limited and sporadic engagement from our members, with many students disengaging and dropping off the prehealth pathway. This highlighted the need for a more structured and supportive approach to ensure sustained participation and advancement. To address these challenges, we restructured the JUMP membership into five key pillars: prehealth progression tracking, immersive experiences, leadership and community engagement, learning and skill development, and academic testing and application support. This new structure allowed us to collect detailed student data and tailor our interventions to meet the specific needs of our members. By aligning membership requirements with the expectations of various health professional programs, we ensured that our students received relevant and comprehensive support. We built robust partnerships with community organizations, healthcare institutions, and academic departments, providing our members with a wealth of experiential learning opportunities. These collaborations not only enhanced the practical skills of our students but also increased their exposure to the healthcare field. Importantly, we identified low-cost strategies to make these opportunities accessible, ensuring that financial barriers did not impede participation.

Relevance to ASPBP

We aim to share our success enhancing engagement and retention in prehealth pathways for JHU undergraduates from culturally and economically diverse populations.

Results

The restructured membership model and targeted interventions led to remarkable outcomes. Over nine months, student engagement increased to 225%, with a corresponding rise in the sense of belonging and identity within JUMP. Participation in our informational drop-in sessions indicated a higher level of proactive engagement and interest. These metrics reflect not only improved retention but also a thriving community where students are actively advancing on their prehealth journey.

Conclusions

The lessons learned from the JUMP program offer valuable insights into creating dynamic and inclusive prehealth pathways. By reimagining membership structures, fostering community partnerships, and delivering tailored support, educational institutions can significantly enhance the engagement and success of their students. Our experience underscores the importance of a holistic, student-centered approach in developing effective prehealth programs that not only retain but also empower students to achieve their professional aspirations.