Introduction

Minoritized students remain significantly underrepresented in health and STEM fields. Early, culturally relevant exposure to STEM is critical for increasing diversity in these professions. The Mini-Medical School was developed to engage underserved students in 4th to 6th grade. The program fosters interest in science and health careers through hands-on experiences and take-home activities promoting parental involvement.
 

Methods

65 students participated in 2 cohorts (2023–2025). The program was led by Chicago Medical School personnel. It consisted of 8 monthly sessions, each focused on a science and health topic. Pre- and post-evaluations assessed student learning outcomes. 48 parents completed anonymous surveys, which collected demographic data, program evaluation, and improvement suggestions.
 

Results

Parents Demographics:

• Primary Language: 23 English; 25 Spanish
• Education Level: 11 college; 19 high school; 8 grammar school; 6 incomplete secondary education
• Nativity: 20 U.S.-born; 28 Non U.S.-born

Student surveys revealed consistent, measurable improvements in STEM knowledge. Parents expressed strong appreciation for the program's family-centered approach and suggested expanding the program.
 

Conclusions

The program presents a scalable model for promoting STEM engagement. Key strengths include its cultural responsiveness and deep parental engagement. The program aligns with ASPBP's mission and stands as an example of inclusive, early-stage STEM intervention.