Program Schedule

Please note the schedule is listed in Eastern Daylight Time by default.
To change the time zone, scroll to the bottom of the page to adjust the time zone.

Wednesday, October 4, 2023
11:00 AM - 11:30 AM
11:30 AM - 11:55 AM

Welcome to the ASPBP 2023 Conference located within GatherTown! In order to have our attendees more accustomed to the GatherTown platform, we will be hosting guided tours through the area to better orient you to the conference facility. We anticipate tours to be available every five minutes during this time.

12:00 PM - 12:15 PM
12:15 PM - 12:55 PM
Allison Empey - Oregon Health & Science University

Location: Plenary Room

The goal of this session is to review the health inequities that exist for AI/AN Compare Indian Health Service to other health care systems.

Describe current efforts and pathways to increase the number of AI/AN students going into medicine

1:00 PM - 1:30 PM

Presentation 1, 1:00 - 1:15 PM
Local Healthcare Outreach Program Increases Knowledge and Confidence about Future Careers in Healthcare in Underrepresented High School Students
Presented by: Kaitlyn Dickinson - University of Colorado School of Medicine
Sofie Rosenberg - University of Colorado School of Medicine
Austin Pan - University of Colorado School of Medicine
Marisa Valeras - University of Colorado School of Medicine, Denver Health
Margaret Tomcho - University of Colorado School of Medicine, Denver Health
Location: Session Room 1

Presentation 2, 1:15 - 1:30 PM
Panther Cub Pediatrics Pathway to Medicine: A Qualitative Assessment of Students Experiences in a Pre-Health Pathway Program
Presented by: Anais Iglesias - Florida International University
Nicole Perez - UHI Community Care Clinic
Brianna Ulloa - UHI Community Care Clinic
Juliana Quintero - UHI Community Care Clinic
Katherine Semidey - Florida International University Herbert Wertheim College of Medicine
Location: Session Room 1


Presentation 1, 1:00 - 1:15 PM
Educational Service Learning as a Means to Improving Transferrable Communication Skills
Presented by: Kirsten Porter-Stransky - University of South Carolina School of Medicine Greenville
Thomas Chan - Western Michigan University Homer Stryker M.D. School of Medicine
Peter Vollbrecht - Western Michigan University Homer Stryker M.D. School of Medicine
Location: Session Room 2

Presentation 2, 1:15 - 1:30 PM
Self-Directed Learning and Academic Grit in Matriculating First-Year College Students That Participate in Pre-College STEMM Outreach and Pathway Programs
Presented by: Akshata Naik - Oakland University William Beaumont School of Medicine
Deidre Hurse - Oakland University William Beaumont School of Medicine
Kyeorda Kemp - Oakland University William Beaumont School of Medicine
Location: Session Room 2


Presentation 1, 1:00 - 1:15 PM
Bilingual Latina First-Generation College Undergraduates Aspiring for Medical Careers
Presented by: Katherine Garcia - University of California, Irvine
Glenda Flores - University of California, Irvine
Location: Session Room 3

Presentation 2, 1:15 - 1:30 PM
MCAT Performance Indicators for Postbaccalaureate Premedicine Students: A Cross Sectional Study
Presented by: Rohini Ganjoo - George Washington University
Bart Gillum - George Washington University
Madison Crillo - George Washington University
Sean Thrasher - George Washington University
Lauren Ragle - George Washington University
Location: Session Room 3


Presentation 1, 1:00 - 1:15 PM
Perceptions on Intrapersonal and Interpersonal Competencies in Online Team-Based Active Learning at the Master’s Level
Presented by: Makenna Bowman - Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine
Joshua M. Costin - Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine
Robert C. Rust - Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine
Arlene M. Giczkowski - Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine
Michelle Demory Beckler - Nova Southeastern University Dr. Kiran C. Patel College of Allopathic Medicine
Location: Session Room 4

1:30 PM - 2:00 PM

Location: Plenary Room

All are welcome to this meet-and-greet with the ASPBP Committees! This Town Hall will be attended by: 

  • Conference Committee Chair, Peter Vollbrecht
  • Research and Scholarship Representative, to be announced
  • Membership and Internal Communications Chair, Saby Moulik
  • Public Relations and Advocacy Representative, to be announced
  • General Council Western Region Representative, to be announced
  • General Council Central Region Representative, Brianne Lewis
  • General Council Southern Region Representative, Barbra Roller
  • General Council Northeastern Region Representative, Luckson Omoaregba
2:00 PM - 2:55 PM

Mini Workshops

Defining Success and Failures
Neishay Ayub - Brown University
Location: Session Room 1, Table A

When creating pathway programs, it is important to remain thoughtful about the goals for such programs and how one can measure success or failure. Designs should include discussion with key stakeholders of the community, understanding what their goals/needs may be, key performance metrics, and plan for follow-up. Without follow-up on outcomes, programs may be perceive to provide a service, but may not make a meaningful change.

A Practical Guide to Using Google Classroom as an Accessible Host for Online or Hybrid Pathway Programs
Brianne Lewis - Oakland University William Beaumont School of Medicine
Kyeorda Kemp - Oakland University William Beaumont School of Medicine
Location: Session Room 1, Table B

Note: Attendees should have a email address or create one prior to joining this session.

White non-Hispanic individuals account for 49% of the population under the age of 18 (1). However, individuals that are white and wealthy make up the majority of the individuals that enter into STEMM fields (2). K-12 outreach programs play a critical role in increasing the diversity in STEMM careers by introducing young students to these fields (3). Traditionally, universities have implemented programs on their campuses. However, there are barriers to participation such as time, finances, familial responsibilities and transportation. Asynchronous and hybrid online programs can help mitigate these barriers, but still provide opportunities for discussion, student interaction, and research (4).

In, Through, Onward: Designing Culturally-Competent Mentorship for Underrepresented First-Generation Students in Second-Chance Programs - Student and Faculty Perspectives
Cristina Benites - Dr. Kiran C. Patel College of Allopathic Medicine at Nova Southeastern University
Arkene Levy - Dr. Kiran C. Patel College of Allopathic Medicine at Nova Southeastern University
Maritza Bernard - Donald R. Tapia College of Business, Saint Leo University, Florida
Emilee Tennen - Dr. Kiran C. Patel College of Allopathic Medicine at Nova Southeastern University
Michelle Demory - Dr. Kiran C. Patel College of Allopathic Medicine at Nova Southeastern University
Location: Session Room 2, Table A

Medical institutions must prioritize diversity and inclusivity in their admission and educational processes to produce a more adaptable physician workforce. UriM-FGLI students face unique obstacles, which can have a negative effect on their enrollment, academic performance, and retention in medical school. This session will highlight these obstacles and brainstorm strategies for assisting UriM-FGLI pre-medical students in succeeding in second-chance programs.

What Does Effective, Inclusive Feedback Actually Look Like in Various Learning Spaces? A Role-Playing Workshop
Jonathan Wisco - Boston University Chobanian & Avedisian School of Medicine
Anya Goldina - Department of Biological and Environmental Sciences, Elizabethtown College
Location: Session Room 2, Table B

Providing constructive feedback is one of the most influential contributions faculty can make to a learner’s and/or advisee’s long-term development and success. Educators often report feeling discomfort during feedback interactions due to limited training, a lack of confidence, and concerns about how the recipient may react to the feedback. Learners and advisees often report feeling attacked or judged or express frustration that the feedback they are receiving is unhelpful, unfair, or inaccurate. This session aims to promote more positive and productive feedback interactions by introducing an inviting and collaborative approach.

Developing an Innovative and Collaborative Plan to Evaluate the Impact of Pathway Programs
Julia Derk - Howard Hughes Medical Institute and the Collective for Psychiatric Neuroengineering
Amber Richardson - Duke University
Charles Muiruri- Duke University
Tony Fuller- Duke University
Location: Session Room 2, Table C

Pathway programs are rapidly emerging to support learners in gaining access to mentorship, immersive experiences, and to acquire skills that will propel their careers. However, significant bottlenecks in recruiting and retaining learners in pathway programs exist in part due to large administrative burdens and a lack of data for how to do this well. Furthermore, when evaluating the ultimate impact of these pathway programs a constant issue that surfaces is the question of how to retain learners long-term.

Roundtable Discussions

Creating a Shadowing Program for UiM Pre-College and College Students: Benefits and Barriers, a Problem Solving Session
Kyla Dewar - Brown University Warren Alpert Medical School
Luckson Omoaregba - Alpert Medical School of Brown University, Office of Belonging, Equity, Diversity and Inclusion
Joseph Diaz - Alpert Medical School of Brown University, Office of Belonging, Equity, Diversity and Inclusion
Location: Session Room 4, Table A

Shadowing is integral for improving pre-medical students’ confidence, self-efficacy, motivation, and understanding of the culture of medicine. It is also important for medical school applications. We believe shadowing experiences may in turn increase students who are underrepresented in medicine (UiMs) likelihood of pursuing a career in medicine. UiMs face particular barriers to shadowing, as most learners arrange shadowing experiences through personal connections, which are often limited. Our early work has shown that even when shadowing experiences are offered there are still barriers to overcome. We believe that a problem solving session would be immensely beneficial to improve shadowing opportunities.

ASBPB’s aim is to support the development and implementation of programs that help create an inclusive and equitable pathway to STEMM careers. We believe that creating more equitable and accessible shadowing programs are necessary to support a diverse group of students to succeed on their path to a career in Medicine.

Shadowing is integral for improving pre-medical students’ confidence, self-efficacy, motivation, and understanding of the culture of medicine. It is often an important part of an application to medical school. UiMs face particular barriers to shadowing, as most learners arrange shadowing experiences through personal connections which is harder to secure for UiM students. We believe facilitating shadowing provides an experience that will increase UiMs’ likelihood of successfully pursuing a career in medicine.

Our preliminary work has shown that even when shadowing opportunities are available there are still barriers to shadowing that pre-college and college students face. These included transport, conflicting demands on time, and ability to complete all the documentation. We believe that by discussing others successes and challenges we can learn from each other, anticipate other potential barriers and create more robust and successful shadowing programs.

For those students able to shadow in our programs they reported that it allowed them to picture a career as a physician and solidified their interest in pursuing a career in medicine. Beyond improving personal confidence and understanding of the practice of medicine, shadowing can be a necessary component of medical school application. It is thus vital for us to come together to solve the problems creating barriers to shadowing and create these important opportunities for UiM students on the path to medicine.

Value of Medical-Student-Led Health Science Outreach Program in IPV Transitional Housing Centers
Jeffrey Nosek - Western Michigan University Homer Stryker M.D. School of Medicine
Ravi Trivedi - Western Michigan University Homer Stryker M.D. School of Medicine
Location: Session Room 4, Table B

Medical students at the Western Michigan University Homer Stryker M.D. School of Medicine (WMed) created a health science program for children and parents at the YWCA, a shelter for victims of domestic abuse, to improve health literacy and interest of participants while providing student educational growth opportunities. The program leaders share lessons learned in creating an educational outreach program for a marginalized population and invite the audience to consider how similar programs may be implemented at their medical schools and within their own communities.

The Health Science for All (HSFA) program at WMed is a novel educational outreach intervention to bring high-quality, interactive health science education to a marginalized population. With goals to increase understanding of health science, increase interest in health science careers, and develop participating medical students’ teaching skills all while serving a marginalized population encountering intimate partner violence (IPV), this program aligns directly with the ASPBP values of justice, equity, diversity, and inclusion. We hope that this program serves as a model for those at other institutions to make a similar impact within their communities.

Educational disparity is a pervasive issue across the United States, with the quality of education that children receive varying dramatically by zip code. Disparities in quality of education have been linked to disparities in population health and discrepancies in healthcare provider representation from lower income areas. Accordingly, providing disadvantaged areas with supplemental educational programs is of the utmost importance to affect both societal and health outcomes for students.

The roundtable discussion will focus on how a similar program at other medical schools could be implemented and integrated within the medical school’s curriculum. Audience members will be asked to identify organizations within their community that serve a marginalized population that would benefit from a health science outreach program. Challenges to implementation will be discussed as well as potential solutions for each audience member’s unique program. Ideally, audience members will leave with an identified organization for partnership, a connection between the proposed program and current medical school curriculum, and a timeline for implementation.

Children in shelters represent a unique population who experience household dysfunction and have an increased risk of poor physical and mental health at an early age. Moreover, children of mothers exposed to IPV score lower on tests of mathematics, English, and nonverbal reasoning. Research has shown that while disadvantaged children are less likely to participate in extracurriculars for financial and practical reasons, these children often experience greater benefits from participation. There is a lack of programs such as HSFA and research on health science outreach programs serving marginalized populations within academic literature.

Helping Your Students/Alumni Write About "Other Impactful Experiences"
Emil Chuck - Health Professional Student Association
Location: Session Room 4, Table C

Beginning in 2024, AMCAS and ERAS applicants will have an opportunity to discuss "Other Impactful Experiences" that define their motivation to pursue medicine/residency. This is a great opportunity for alumni of pathway programs to reflect on the impact of their experiences. Because this is a new essay prompt, students may need guidance from program directors and admissions professionals to submit an effective and authentic response.

Alumni from pipeline programs have an opportunity to disclose impactful experiences that define their interest in pursuing a health professional/STEM career. The character limit for these essay prompts restricts what a candidate may want to disclose, and it is not clear how admissions professionals and committees will evaluate their essays. The proposed workshop will focus on how pathway program directors and faculty can help applicants write about possible answers to the prompt, including their own participation in a pathway program.

Beginning in 2024, AMCAS and ERAS applicants will have an opportunity to discuss "Other Impactful Experiences" that define their motivation to pursue medicine/residency. This is a great opportunity for alumni of pathway programs to reflect on the impact of their experiences. Because this is a new essay prompt, students may need guidance from program directors and admissions professionals to submit an effective and authentic response.

By crowdsourcing insights from conference participants, a guide for AMCAS/ERAS applicants can be drafted and ultimately distributed to alumni of pathway programs.

How are candidates encouraged to reflect on the impact a pathway program has had on their readiness for a health professional career?

Factors that Contribute to the Diversity and Success of Pathway Programs
Madison Ellin - The Boston University Chobanian and Avedisian School of Medicine
Mollie Asiedu - Michigan State University College of Osteopathic Medicine
Malin Lilley - Texas A&M University - San Antonio
Margaret Maimone - SUNY Upstate Medical University
Shavonia Wynn - Belmont University, The Thomas F. Frist, Jr. College of Medicine
Jonathan Wisco - The Boston University Chobanian and Avedisian School of Medicine
Marisol Lopez - The Boston University Chobanian and Avedisian School of Medicine
Location: Session Room 5, Table A

Several factors continue to impact the representation of URM students in medical schools such as financial barriers, insufficient generational physician mentors, lack of a sense of belonging, and academic struggles. Pathway programs have been established to increase the diversity of applicants who are seeking admission into medical school through providing a myriad of supports for applications, building academic skills, mentorship, creating sense of community, and engagement in experiential learning. The purpose of this roundtable is to learn about the strengths and challenges of current pathway programs to address the need for diversification of medical school matriculants.

This topic of discussion is in alignment with the mission of ASPBP to identify the best, evidence-based practices for ensuring diversity, equity and inclusion within the biomedical sciences space, specifically aimed at the matriculation of underrepresented students into medical school. Those in attendance at the ASPBP conference represent a shared passion for this mission and will serve as strong representatives at a round table focused on improving existing pathway programs while providing valuable information for institutions interested in creating similar resources for their students and community.

The percentage of underrepresented minority (URM) physicians does not match the national population demographics these positions serve. Evidence has shown that URM healthcare providers deliver culturally competent care, are more likely to work with URM populations, and are critical in addressing the prevalent health disparities affecting underserved populations across the nation. Creating supportive, inclusive, and diverse spaces for URM students to pursue careers in medicine is vital to the success of improving the diversity of the physician workforce long term.

Given the importance of recruiting and retaining underrepresented populations into medical careers, successful pathway programs can serve as a strong bridge point for students to achieve this goal. Pathway programs were created to address this need but each program offers a unique means of achieving this goal. This round table serves as a space where various professionals within the DEI space can come together to discuss their important perspectives on factors of a successful pathway program. In addition, participants will identify the challenges associated with operating these programs and contribute to a brainstorming session focused on realistic solutions.

Pathway programs, while addressing a critical need for diversifying the physician workforce, experience challenges that may limit their ability to provide a consistent, effective, bridge into medical school. 1) Although students are attending pathways, they ultimately choose to attend another institution for their professional education or follow other interests. 2) High cost or giving up paid employment has created gaps in the ability of URM students to participate, given the need to provide for their families. 3) Pathways are most successful when they can provide longitudinal support for URM students which can be cost intensive and strain sparse institutional resources.

Strategies to Attract Quality Applicants for Enrollment in Post-Baccalaureate Programs; Adapting to Post-Pandemic Reality
Sabyasachi Moulik - Florida International University
Barbra Roller - Florida International University Herbert Wertheim College of Medicine
Location: Session Room 5, Table B

Several reports have indicated a sharp drop in graduate student enrollment since the COVID-19 pandemic. Post-baccalaureate programs are particularly affected. Factors that might be affecting student enrollment in post-baccalaureate programs are rising tuition costs, increase in need for financial assistance, lack of federal loans for certificate programs, rising interest rates, and the fear of global recession. Many students must seek employment to pay for these programs or to assist their families. FIU HWCOM’s Graduate Certificate in Molecular and Biomedical Sciences has faced similar challenges and is rapidly adapting to the post-pandemic reality.

These problems faced by post-baccalaureate programs and their solutions align with the mission and vision of ASPBP: the belief that strategies to increase the principles of justice, equity, diversity and inclusion should be rooted in evidence-driven practices and that cooperation and teamwork are crucial to solving complex problems.

This round table discussion will enable participants to address the challenges that are impediments for student enrollment and success in post-baccalaureate programs.

The depleting student enrollment is negatively impacting many post-baccalaureate programs. Faculty salary and infrastructure in many post-baccalaureate programs depends on student enrollment. If this trend of decreasing student enrollment continues it might lead to increase in faculty attrition, and closure of post-baccalaureate programs. At FIU HWCOM, the Graduate Certificate in Molecular & Biomedical Sciences program aims to attract students who are good fit and enroll 60 students each academic year for the program to be financially viable. It is important that we discuss the challenges that we have had with enrollment, student success, student retention, and adapting to post-pandemic reality.

A round table discussion about challenges and successes of student enrollment in the post-pandemic environment will enable us to share best practices with each other. These discussions will help increase student enrollment in these programs and identify strategies to serve a wider and more diverse population of students. At FIU HWCOM we have redeveloped our website to include student testimonials, hold information sessions online, and have changed the admissions requirements to include international students. We have recently received permission to hold our classes in a synchronous-remote hybrid format, so that students may reside in a wider geographic area.

Declining student enrollment is a cause of major concern. There needs to be more focus on attracting students who are good fit for our programs, than exclusively on numbers. Emphasizing quantity over quality leads to students dropping out or needing high levels of academic support.

Strategies to improve student enrollment, and challenges of attracting and retaining students who are good fit will be addressed. We aim to discuss if there has been a post-pandemic decline in quality of students who are applying for post-baccalaureate programs. We will share resources and ideas that will help students succeed in our programs.

Promoting Diversity in STEM in a Polarized Political Climate
Tyler Gibb - Western Michigan University
Kirsten Porter-Stransky - University of South Carolina School of Medicine Greenville
Edgar Meyer - University of Mississippi Medical Center
Location: Session Room 5, Table C

The current volatile landscape of the United States regarding diversity, equity, and inclusion (DEI) programming and topics has many administrators and educators at institutions of higher education concerned. This volatility is due to recent legislation passed in a number of different states impacting DEI and the uncertainty about the implications of the Supreme Court’s ruling on affirmative action in higher education admissions. Many educators and administrators within pathway and bridge programs are in search of solutions to achieve their respective DEI missions in legal and non-confrontational ways.

The mission of ASPBP is to “develop best practices needed to achieve inclusivity and equity across the continuum of education.” Various legislation emerging across the United States is impacting organizations’ abilities to teach DEI and include affirmative action in admissions policies. Therefore, this topic is central to much of the work that ASPBP members are doing to enhance the diversity, inclusivity, and equitable offerings of their respective programs.

With an increasingly polarized political climate, some states are passing legislation to regulate DEI efforts. This prevents many universities and organizations from using race or ethnicity as a factor in admissions as well as impacts DEI instruction in the classroom. Members of ASPBP must navigate these potential obstacles within their DEI work. This roundtable discussion offers an opportunity to discuss the implications of DEI legislation on pathway programs and admissions. It also offers an opportunity to consider how to find common ground with those of differing viewpoints on how to achieve diversity and inclusion within higher education and STEM.

This discussion will focus on how to continue creating pathways and bridges for those traditionally underrepresented in medicine and science within the evolving political landscapes across the United States. Speakers will include a pathway program faculty member and a post-baccalaureate program director, both of whom have experience serving underserved and underrepresented students. The discussion will also include an overview of key federal and state laws governing DEI-related issues. Participants can share struggles and successes of navigating DEI efforts with increased restrictions. Together, attendees will brainstorm strategies for continuing this important work and finding common ground with those of differing viewpoints.

Major challenges faced by institutions bereft of DEI programming include devising innovative ways to continue providing services to underserved and underrepresented students under the guise of neutral language without DEI connections. This practice detracts from the vision of DEI, pathway, and bridge programs and the mission of ASPBP. Professional societies and institutions of higher learning should not feel bullied into devising new language failing adequately to describe and address vulnerable populations in need of being served. ASPBP as an organization of DEI advocates can serve as a platform for the dissemination and sharing of ideas to mitigate this issue.

3:00 PM - 3:55 PM

Location: Poster Room

All Program Descriptions will be on display, however these posters are designated to present at this time:

  • Mentorship, Early Exposure, and Training in Surgery: An Equitable Pathway Into Surgical Specialties
  • Simply Neuroscience: Empowering Youth Through Interdisciplinary Neuroscience Education
  • Medical College of Wisconsin's Pathway Program Collaboration Project
  • Texas A&M School of Medicine Early Assurance Pathway Programs
  • The Bachelor of Science in Medical Sciences (BSMS) Program in the School of Health Profession at UT Health San Antonio
  • Preparing Future Docs: A History of Detroit's Pre Medical Post Baccalaureate Program
  • Dr. Kiran C. Patel College of Allopathic Medicine – Master of Biomedical Sciences (MBS) Program
  • Promoting Diversity in Research Training and Mentoring for Underrepresented Minority Students (URM)
  • The Masters in Biomedical Sciences Program: A Pathway to a Medical Degree at Western Michigan University Homer Stryker M.D. School of Medicine
  • A Novel Clothing, Transportation, and Food Resource Intervention to Support Summer Interns Participating in the MGH Youth Neurology Education and Research Program
  • Promoting Diversity Through Boston University’s Credential Enhancing Pre-Dental Oral Health Sciences Master’s Program
  • Best Practices for Starting a University-Public School Partnership that Fosters Inclusion and Mentoring
4:00 PM - 4:55 PM

Going Above and Beyond: Can Bridge and Pathways Into STEMM Do More For Foreign Born and International Students?
Kawther Elsouri - Nova Southeastern University College of Osteopathic Medicine- Fort Lauderdale
Vania Arboleda - Nova Southeastern University College of Osteopathic Medicine- Fort Lauderdale
Pierina Barletti - Nova Southeastern University College of Allopathic Medicine- Fort Lauderdale
Lucia Solis - University of Mississippi Medical Center
Kelvin Edokpolo - University of Mississippi Medical Center
Location: Session Room 1

Foreign born (FB) and Non-U.S. Citizens (NUC) or Non-Permanent Residents (NPR) medical applicants have unique challenges in their financial burden, academic requirements, and lack of resources as well as advising. As a gateway for upward mobility of FB and NUC/NPR students, bridge and post-baccalaureate (post-bac) programs are uniquely positioned to aid talented students to overcome financial and academic requirements as well as provide an opportunity to strengthen their weaknesses, and provide tailored advising, with the ultimate goal of the student obtaining a seat in medical school.

Our panel aims to discuss the challenges that FB and NUC/NPR students face and must overcome to succeed in both postbacc and medical school programs, with the hope that this discussion will shed light on the benefits of and possible improvements to postbacc/bridge programs. The ASPBP provides a supportive, inclusive community for minority students, like us. We believe that our unique experiences and perspectives will be helpful to ASPBP members who may be students, advisors, or teachers.

Highly talented FB and NUC/NPR applicants face many unique challenges in gaining admission and matriculating through medical school. In particular, students may lack the proper resources, require professional development in soft skills, and experience academic or social biases. Post-bac and bridge programs serve as crucial entryways for FB and NUC/NPR into medical school by providing a strong academic foundation. Therefore, it is incumbent upon these programs, as keystones for these students’ journeys, to provide tailored and informed advising and teaching.

While the panelists of this roundtable discussion session come from different backgrounds, they are united in the challenges they face as underrepresented minority students. The rationale for this panel is to bring awareness of the benefits of post-bac/bridge programs based on personal experiences and advocate for their usefulness to FB and NUC/NPR students and to the physician shortage. In addition, the panelists will discuss the unique challenges they have faced and continue to face with the hope that post-bac/bridge programs can make informed changes that help in advising and teaching of current and future students.

Although there are easily identified challenges FB and NUC/NPR students face, there are many less understood obstacles. Since their families are located in other countries, these students often do not have support systems that understand their respective cultures, familial responsibilities, financial burdens, or pressures for success. While other student associations provide great resources for pre-medical students, our panel addresses how post-bac/bridge programs can be significantly beneficial to FB and NUC/NPR students’ academic success.

Student Perspectives on the Best Attributes of Post-Baccalaureate or Master’s Program
Joe Willner - Western Michigan University Homer Stryker MD School of Medicine
Lucas Bezerra - Western Michigan University Homer Stryker MD School of Medicine
William Prieto - Western Michigan University Homer Stryker MD School of Medicine
Leon Figueroa - Western Michigan University Homer Stryker MD School of Medicine
Daniela Pinto - Western Michigan University Homer Stryker MD School of Medicine
Wilo Issack - Western Michigan University Homer Stryker MD School of Medicine
Laura Bauler - Western Michigan University Homer Stryker MD School of Medicine
Location: Session Room 2


Prospective medical students find different ways to boost their resume including research, shadowing, volunteering, and leadership opportunities prior to applying to medical school. Despite their efforts, many students do not matriculate into medical school immediately after completing their undergraduate degree. For students with lower grade point averages, MCAT test scores, or who desire more focused course work in the biological sciences before entering medical school, another option for students is pursuit of a post-baccalaureate program to boost their chances of matriculating in the next application cycle.

Currently, the Association of American Medical Colleges post-baccalaureate database has 319 programs, more than double the number of accredited MD schools (154). Like medical schools, each post-baccalaureate program offers a unique curriculum, goals for graduates, and subsequent graduate outcomes. Some programs offer direct admittance to medical school, while others guarantee graduates an interview. Some are degree-granting, while others are certificate programs.

The following aspects should be considered: 1) The curriculum should prepare you for medical school. This enables admission committees to ensure that the student can handle the rigors of a medical curriculum. 2) A program that invests in their students. The program should ensure their graduates will be successful in medical school outside of the curriculum. 3) Unique attributes that make the program attractive. Benefits like direct admission, guaranteed interviews or program funding make programs more desirable. 4) A program that undergoes continuous improvement. It is important to incorporate alumni experiences and outcomes to improve the program for future students.

Prospective post-baccalaureate students may feel overwhelmed when navigating this stage of their application. This panel discussion will be a place for post-baccalaureate program graduates to provide perspective on program aspects they found to be beneficial in supporting their admission to and success in medical school.

This panel discussion, with current medical students who have taken the pathway program route, provides perspective for students who may have questions or concerns. Participants will gain a better understanding of what attributes to look for in a post-baccalaureate program and will be able to ask questions to help navigate the decision to enroll in the best post-baccalaureate program to fit their academic and career goals.

Learning from Each Other: What Post-Secondary Educators Can Learn from Secondary Pathway Programming
Jacqueline Ekeoba - University of Houston
James Grogan - Oakland University William Beaumont School of Medicine
Suzan Kamel-ElSayed - Oakland University William Beaumont School of Medicine
Liliana Martinez - Dell Medical School at The University of Texas at Austin
Location: Session Room 3

This panel consists of experienced educators of secondary-level student programming share their insights on what the post-secondary students of tomorrow are experiencing today. This panel aims to encourage collaborative efforts across all educational levels and prepare educators for anticipating the needs of their future students.

Time Zone: (UTC-04:00) Eastern Time (US & Canada) [Change Time Zone]
Thursday, October 5, 2023
11:00 AM - 11:30 AM
11:30 AM - 11:55 AM

Location: Lobby

All are welcome to our annual business meeting.

12:00 PM - 12:55 PM
Ebonie Woolcock - Boston University School of Medicine

Location: Plenary Room

Come along for the journey as Dr. Ebonie Woolcock, Assistant Dean of Diversity and Inclusion and Director of the Early Medical School Selection Program by day and OB-Gyn by night, takes you through her full circle path of starting her medical education journey in the same early assurance pathway program she now directs. Dr. Woolcock will take you through lessons learned in the 40 year history of the program as well as future goals.

1:00 PM - 2:00 PM

Mini Workshops

Strategies That Increase the Effectiveness of Active Learning
Serena Kuang - Oakland University William Beaumont School of Medicine
James Grogan - Oakland University William Beaumont School of Medicine
Location: Session Room 1, Table A

To meet this year’s theme (Opportunity, Connection, Equity, Success), improving active learning becomes our topic because 1) it is widely promoted in education, so reflecting what needs to improve offers an opportunity to connect educators from all types of education; 2) our content reflects universal aspects of human nature regardless of gender, ethnicity, and culture, thus highly promoting equity; 3) our content promotes diversity and inclusion because only when the universal aspects of human nature become clear, appreciating gender, racial, and cultural differences among learners become necessary and possible. Together the workshop will encourage attendees’ success in their educational endeavors.

STEMM Community Engagement and Culturally Responsive Mentorship
Mariam Manuel - University of Houston
Jacqueline Ekeoba - University of Houston
Michelle Carroll Turpin - University of Houston
Thomas Thesen - Geisel School of Medicine at Dartmouth
Location: Session Room 1, Table B

The STEM Research Inquiry Summer Enrichment (STEM RISE) program is a collaborative project between the University of Houston (UH) College of Natural Sciences and Mathematics STEM teacher preparation program, teachHOUSTON, and the UH College of Medicine. STEM RISE activities and strategic planning are conducted in partnership with community leaders and Jack Yates High School in Third Ward, where UH resides. The program is designed to better prepare future STEM teachers and medical professionals to be culturally responsive in their practice, while simultaneously supporting high school students from underrepresented populations in conducting empirical STEM research in laboratory settings.

An Introduction to Universal Design for Learning That Promotes Education Accessibility
Jonathan Wisco - Boston University Chobanian & Avedisian School of Medicine
Angelique C. Harris - Department of Medicine, Boston University Aram V. Chobanian & Edward Avedisian School of Medicine
Location: Session Room 2, Table A

Many underserved and URM students are non-traditional, and start their STEMM school pathway at community colleges and local universities. But many of these same institutions lack programs in faculty development for establishing truly inclusive and accessible learning spaces. This workshop provides instruction on how to improve education accessibility by implementing three concepts of universal design for learning - adopting cultural humility and competency; evaluating physical and technological aspects of learning spaces; promoting life-long learning skills that foster personal identity and professional identity formation.

Making the Right Moves: Building Preprofessional Skills with the HPSA Situational Judgment Workshop
Emil Chuck - Health Professional Student Association
Location: Session Room 2, Table B

While behavioral and situational judgment interviews have been part of the admissions process, increased use of online multiple mini-interviews and situational judgment assessments for professional student admissions and residency selection has given applicants and advisors much anxiety and concern. This presentation will focus on insights from a survey of SJT test-takers and provide attendees to participate in a virtual SJT.

Roundtable Discussions

How to Utilize Community Partners to Connect with the Audience You Intend to Serve: Moving from Outreach to Engagement
Kristofer Rau - Virginia Tech Carilion School of Medicine
Kyeorda Kemp - Oakland University William Beaumont School of Medicine
Jonathan Wisco - Boston University Chobanian & Avedisian School of Medicine
Location: Session Room 4, Table B

Establishing meaningful university-community partnerships with individuals or groups who have already built a foundation of trust and understanding within the demographics that they serve can provide diverse perspectives and insight into the intended audience's needs, preferences, and aspirations. Many of these community partners provide valuable logistical resources or physical support that may enhance the long-term success of our programs. However, effectively partnering with the community requires a genuine, thoughtful, and strategic approach. This roundtable will delve into the intricacies of working with partners in order to engage our target audiences and explore practical strategies for connecting with our intended audiences.

As part of ASPBP’s mission, members strive to provide mentorship and support to develop and implement pathway programs and bridges for students to succeed in STEMM careers. For these programs to succeed, however, we must not operate within silos and move away from traditional top-down approaches. We need to actively engage partners that are already doing the work of supporting the needs of the community and develop strong relationships with them in order for our programs to be successful in the long term.

Traditionally, programs have operated through a one-way model where institutions determine what students need or problems to be addressed in specific communities of learners. Community engagement allows for collaborative decision-making regarding identifying what the community feels is most important for their youth. However, this type of work takes time to establish trust. Connecting with partners working with our target audiences can help us build authentic relationships with communities, gather valuable insight, and establish trust. This discussion explores effective strategies for establishing sustainable partnerships with the community as a means to connect with the intended audience.

This collaborative round table discussion provides a unique opportunity for participants to share different approaches, success stories, and lessons learned in their efforts to partner with the community to connect with their intended audience. By sharing insights and discussing challenges, participants can collectively develop effective strategies for leveraging community involvement to strengthen pathway programs. The discussion aims to facilitate collaboration and inspire innovative approaches to building relationships within our communities and connecting with our audience.

While community engagement presents immense opportunities, it also faces challenges, including difficulties in establishing and sustaining engagement, decreasing university support, and managing potential conflicts of interest and diverse stakeholder expectations. There is also a need for innovative approaches to ensure inclusivity, avoid tokenism, and foster genuine community relationships. Furthermore, organizations often fail to identify their audience’s needs, and develop a logic model and sustainable plan to meet those needs. This roundtable discussion aims to address these challenges by sharing experiences, exploring practical solutions, and identifying methods of utilizing the community to promote the long-term success of our intended audience.

MCAT’s, DAT’s, and GRE’s, Oh My! No Need to See a Wizard to Demystify the Steps of Starting Standardized Test Preparation Courses Within Pathway and Bridge Programs
Edgar Meyer - University of Mississippi Medical Center
Becky Ostendorf - The Princeton Review
Brian Hadden - The Princeton Review
Location: Session Room 4, Table C

Although many institutions have adopted holistic admission processes for applicants to health professional programs, grade point averages (GPA’s) and standardized test scores remain crucial metrics in determining applicants’ acceptance eligibility. However, many pathway and postbaccalaureate programs do not incorporate standardized test prep courses into their curricula, leaving the responsibility of improving standardized test scores with students. Nevertheless, program administrators and faculty who take steps to start standardized test prep courses can leverage programmatic biomedical science course content not only to prepare students for future health professional degree program courses’ content but also to prepare them for standardized test content.

This roundtable discussion session is relevant to the Association of STEMM Pathway and Bridge Programs (ASPBP) because it highlights initiation procedures for standardized test preparation courses within pathway and postbaccalaureate programs. Many struggling students needing to increase their standardized test scores and competitiveness for health professional degree program admission identify with underserved and underrepresented minority populations. Because test preparation courses potentially provide these student populations with needed resources that can increase their sense of belonging within program cohorts, this session aligns with the ASPBP’s mission to develop best practices needed to achieve inclusivity and equity across the education continuum.

Moreover, this session topic is important because it provides best practices for incorporating preparation courses for standardized tests such as the Dental Admission Test (DAT), Graduate Record Examination (GRE), and Medical College Admission Test (MCAT) into postbaccalaureate program curricula, allowing programs to advertise test preparation as an added program benefit that many postbaccalaureate students seeking careers in medicine or dentistry will need in addition to biomedical science knowledge. This session also shares, from individuals who have successfully started program-based standardized test preparation courses, insights that can potentially make test preparation course initiation and implementation easier for individuals at other institutions.

Therefore, the rationale behind this session is to demystify steps necessary to initiate and integrate standardized test preparation courses into pathway and postbaccalaureate program curricula. Steps include developing partnerships with test preparation companies like The Princeton Review, signing contracts that engender discounts and other added benefits for programs and students, and establishing recommendations for course timelines that maximize students’ successful standardized test score achievements and subsequent matriculation into their desired health professional degree programs. This session will also encourage faculty and administrators’ sharing triumphs and challenges faced at their institutions in providing resources for students to improve standardized test scores.

Major challenges historically have included competing factors for time and money that students can devote to standardized test preparation while also being enrolled in degree or certificate postbaccalaureate or pathway programs. This session aims to address such challenges with proposed effective solutions while also fostering conversations about additional concerns or other unaddressed problems surrounding standardized test preparation, such as problem-solving strategies to address students’ unaffected or limited growth in test scores, despite interventional measures, and other measures of student success when standardized tests such as the GRE are no longer requirements for acceptance into certain graduate and allied health programs.

Researching the Research Requirement: A Student-Faculty Approach on Research in Bridge/Pathway Programs
Michelle L. Demory - Nova Southeastern University, Dr. Kiran C. Patel College of Allopathic Medicine
Tyrese Claridge-Rogers - Nova Southeastern University, Dr. Kiran C. Patel College of Allopathic Medicine
Breanne Edgecombe - Nova Southeastern University, Dr. Kiran C. Patel College of Allopathic Medicine
Joshua Costin - Nova Southeastern University, Dr. Kiran C. Patel College of Allopathic Medicine
Location: Session Room 5, Table A

Research experience aids in developing critical thinking, hypothesis-driven inquiry, and written and oral communication. Given the importance of research to the overall development of students within bridge/pathway programs and their transition to health professions graduate schools, we believe research should be incorporated into these programs. However, should research be part of the curriculum, or should our programs include research as an extra-curricular experience? To address this, we wish to compare, contrast, and explore our experiences with other PPB leaders to discuss best practices for research experience, necessary resources, and the associated advantages and disadvantages.

The concept of incorporating pathway programs and bridges is designed to give students an opportunity to become competitive applicants for health professions programs by enhancing their academic background. However, by integrating research into these programs, students can broaden their potential for critical thinking and professional skills development. Not only does research expose students to a field of learning opportunities, but also it aids in their transition into professional health programs such as medical schools where the demand for research is increasing as it becomes more beneficial during the residency match process.

The main topics that we will address are to determine whether research should be an intra or extracurricular activity, whether the research experience needs to be the same for all students, and what should be the overarching goals of research in these programs. By shedding light on the importance and relevance of these topics, it will allow programs to set a foundation on how to establish the best practices to integrate research for their students.

Having an open forum that includes students and faculty alike will yield a broad array of responses that can be acted upon. This type of forum is pivotal to ensure the appropriate manner of incorporation of research into bridge/pathway programs. Allowing individuals from both sides of the table (students/faculty) a chance to offer their viewpoints, concerning issues, and solutions to such issues will give program administrators the tools they need to assure their research delivery is not only efficient, but fair for all.

The main challenge to incorporating research is ensuring it is offered in a way that is most beneficial to the student, regardless of their professional track. Factors that could influence efficaciousness include modality (in-person or virtual), type of research offered, whether research is required or an elective, and more. Most of the factors listed above may also raise the concern of whether the method of research incorporation is fair for all students. While the goal is to utilize research to advance a prospective professional student’s skill set and profile, it is vital to give everyone a balanced playing field.

Engaging Students in Mention Journeys in their Own Backyards: Opening Ways to Reach Students
Robert Trevino - Tour for Diversity in Medicine
Kameron Matthews - Tour for Diversity in Medicine
Brandi Freeman - Colorado Children's Hospital
Alden Landry - Tour for Diversity in Medicine
​​​​​​​Location: Session Room 5, Table B

Trainees face many obstacles in applying to health professions. Reaching them for appropriate mentorship can be just as challenging. Organizations must be adaptive to student needs but this can present its own set of challenges. The Tour for Diversity is a nonprofit organization that has found ways to mentor students through in person sessions across the country, through partnership with student organizations & institutions, and pivoting to virtual programming due to the pandemic.

Mentors are part of the Tour for Diversity in Medicine, an organization that has participated in previous ASPBP events. The experiences of the mentors come from many different aspects of medicine and leadership.

Many organizations have challenges related to pathway programming but struggle with addressing those challenges. The roundtable will share best practices and allow for the audience to engage and share their experiences as well. The organization has seen growth in over a decade of existence. This has also included an expansion of the Pre-Health programs supported.

The round table will provide a space to address best practices from a wide set of leaders with an interest in the pathway system. Their experiences span K-12, undergraduate, and medical student mentorship. All have been a part of organizations that needed to pivot approach due to challenges faced, whether it be traditional obstacles like time and budget or novel problems like COVID-19 pandemic.

Panelists will discuss their experiences in the pathways space, ranging from non profit organizations, such as Tour for Diversity in Medicine, to academic institutions. Experiences also include work within personal organizations as both student leaders and alumni leaders.

Optimizing Orientation: Setting Students Up for Success From Day One
Mia Uzcategui - Florida International University
Angeline Morales - Florida International University
Remsly Mesidor - Florida International University
Tracey Weiler - Florida International University
​​​​​​​Location: Session Room 5, Table C

The Graduate Certificate Program (GCP) in Molecular and Biomedical Sciences at Florida International University, Herbert Wertheim College of Medicine is a post-baccalaureate program serving to enhance students’ academic and professional qualifications on the path to a medical career. The program reinforces basic science concepts seen in first-year medical school. The curriculum strengthens understanding of clinical sciences through small cohorts, active and collaborative learning, frequent group activities, faculty and alumni mentorships, volunteer opportunities, and AMCAS advising in an effort to make students well-rounded applicants. This round table discussion will address best practices during orientation to ensure student academic success.

ASPBP is focused on determining best practices for STEMM pathway and bridge programs. An important element in these programs is to define the academic learning culture at the very beginning, and foster that culture throughout the program. Identification of best practices to foster an actively inclusive learning environment at program orientation is relevant for any post-bacc or graduate program interested in establishing an environment most conducive to student success. Developing these skills and strategies within pathway and bridge programs sets students up for success in their subsequent healthcare training program.

Typical undergraduate biomedical education is a non-cohort-based, competitive environment which doesn’t foster belonging, collaboration or development of the academic skills necessary to succeed in healthcare training programs. Studies show that students with a sense of belonging have improved learning and wellness. Fostering a culture of inclusion, collaboration, and open communication among faculty, staff, and students can enhance student satisfaction and trust in their faculty, thereby making them more open to accepting recommendations for revamping their academic study skills. Students with strong academic success strategies are more likely to perform well, improving matriculation rates to graduate healthcare training programs.

Students may feel unprepared for the rigors of a post-bacc/graduate program in comparison to their undergraduate experiences. Upon entering their graduate program, many students discover that the learning habits established during their undergraduate years are incompatible with success in the compressed time frame of a rigorous post-bacc program. The objectives of this roundtable are to discuss how to manage student expectations from day one and orient students toward best practices to optimize their academic success and wellness. We intend to share student perspectives on interventions intended to set students up for success in their pre-professional training program.

Most undergraduate students believe that they have developed sufficient academic strategies to succeed in their post-secondary career training programs. Upon entering post-bacc or professional education, students often feel overwhelmed and underprepared for the volume and level of content. Despite these feelings, these students are often resistant to recommendations for wholesale revision of their academic skills and strategies. Instead, they tweak their current methods to improve their academic performance. The purpose of our roundtable is to brainstorm strategies to foster a culture of belonging and collaboration that enhances the student receptiveness to academic skills content early in the program.

YoJo: Creating An Online Ecosystem for Learners, Mentors, Administrators, and Researchers
Amber Richardson - Center for Pathway Programs at Duke
Charles Muiruri - Center for Pathway Programs at Duke
Julia Derk - Howard Hughes Medical Institute and the Collective for Psychiatric Neuroengineering
Douglass Coleman - BOOST Program at Duke University School of Medicine
Amanda McMillan - Duke Clinical and Translational Sciences Institute
Melanie Perez-Romero - BOOST Program at Duke University School of Medicine​​​​​​​
​​​​​​​Location: Session Room 5, Table D

The Center for Pathway Programs facilitates academic and career development opportunities for students, trainees, and faculty by promoting persistence in pathway programs. We define pathway programs as any program designed to prepare someone for the next step in their academic or career journey. The Center aligns the efforts of various pathway programs to create an ecosystem in which participants easily identify and seamlessly transition between opportunities that advance their learning. At its core, The Center supports pathway programs so that together, we reduce barriers to access—and mitigate the impact of societal inequities—for underrepresented minority and disadvantaged students.

The Center created “YoJo: Your Journey,” a one-stop shop for pathway learners and administrators in response to the needs of our stakeholders, including ASPBP. Learners use YoJo to identify and apply for programs, and upon completion, YoJo recommends additional opportunities that advance learners to their next stage. Learners use YoJo to chart paths as early and far out as desired. Program administrators use YoJo to attract learners, track progress, and evaluate the efficacy of programs. YoJo’s data help administrators, The Center, and the larger pathway ecosystem understand where learners need the most support and which interventions are most effective.

At ASPBP 22, we conducted a poster presentation to share our value proposition as a hub within the pathway ecosystem that fosters intra-program learning and leverages collective resources. Our workshop included a SWOT analysis that gauged stakeholder willingness to replace siloed program operations with an ecosystemic approach. Attendees emphatically articulated that a) pathway programs are often underresourced and need help establishing and systematizing core functions like recruitment, candidate selection, participant tracking, and program evaluation, and b) programs welcome this kind of support and coordination. In short, program admins want relief from administrative burdens that divert from program innovation and enhancement.

YOJO offers a tangible solution to inefficiencies administrators encounter when running pathway programs and the obstacles learners face in accessing pathways to advancement. The Center’s implementation of stakeholder-led, ecosystemic approaches to supporting pathway programs yields community-minded methodologies, holistic considerations for learner support and program evaluation, and a powerful tool that combines it all. We’re eager to discuss:
-reduction of administrative burden inherent in managing resource-intensive program operations
-amplified workforce development potential via efficient systems and intentional community engagement
-integration of cascading mentoring and mentorship development
-innovative evaluation measures centering STEM identity and belonging as key indicators of success

To address the dearth of research on the effectiveness of pathway programs, The Center is coordinating pathway efforts primarily through YOJO as a tangible tool for pathway persistence and program support. As more programs adopt YOJO, our stakeholder network will have access to more data demonstrating the effect of interventions aimed at increasing pathway persistence. Furthermore, recognizing that holistic support—including that of families and mentors—is critical for persistence, we’re focusing on facilitating these relationships within and beyond YOJO, and seek to contribute to conversations and research on this topic, especially as related to pathway success for URMs.

2:00 PM - 2:30 PM

Location: Plenary Room

All are welcome to this meet-and-greet with the ASPBP Committees! This Town Hall will be attended by: 

  • President Tracey Weiler to talk about the JEDI and Nominating Committees
  • President-Elect Kyeorda Kemp to talk about the Bylaws Committee
  • Treasurer Jonathan Wisco to talk about the Finance Committee
  • Secretary Edgar R. Meyer
2:30 PM - 3:30 PM

Location: Poster Room

All Program Descriptions will be on display, however these posters are designated to present at this time:

  • Fostering Diversity in Healthcare Professions Through an Undergraduate Summer Enrichment Program: Doctors of Tomorrow (DOT)
  • Accelerated Pathway to Medical Education (APME)
  • A Community of Learning: The Student Enrichment Program for Underrepresented Professions (StEP-UP)
  • Not Just Another Postbacc: UMMC School of Graduate Studies in the Health Sciences Master of Science in Biomedical Sciences (M.S.-BMS) Program
  • Pathway to Medical School: Increasing Healthcare Career Engagement of Underrepresented Students
  • Anatomy Academy: Starting the Health Professions Pathway Together Through Outreach, Service-Learning, and K-12 Mentorship
  • Required Longitudinal Service-Learning Program for Medical Students
  • Month of Medical School: Developing Pathways for UiM Pre-Med Students
  • Reach Out To Youth ⓒ
  • Brain Explorers: Improving Attitudes Towards Science in Middle Schoolers and Improving Communication Skills in Medical Students
  • Anesthesiology Summer Research (ASSURE) Fellowship Program Description
  • Student Lead Active Learning Enhances Higher Order Application of Bloom’s Taxonomy in HWCOM’s Graduate Certificate in Molecular & Biomedical Sciences Program
  • Panther Cub Pediatrics Volunteer Program
3:30 PM - 4:30 PM

Growing the Workforce of Psychiatrists: A Time of Great Need
Desiree Shapiro - University of California, San Diego
Alicia Barnes - University of Tennessee Health Science Center
Heidi Banh - University of California, San Diego
Brandon Newsome - Johns Hopkins School of Medicine
Patrice Malone - Columbia
Allen Mara - High Tech High Chula Vista
Location: Session Room 1

During this panel, there will be a dialogue about the experiences of leaders and participants of psychiatry specific pathway programs and initiatives. These pathway programs and experiences promote social equity by providing opportunities for individuals who may otherwise be excluded from the medical profession due to systemic barriers. These programs create a more inclusive and representative healthcare workforce, which, in turn, leads to better patient outcomes and a more equitable healthcare system overall. We need to collaborate, brainstorm, and create opportunities to increase our mental health workforce.

Pathway programs and initiatives are necessary to foster diversity, increase access, address workforce shortages, and promote social equity within the field of medicine. Even one time programs can create opportunities to draw students into the field to increase diversity and representation. By creating more diverse healthcare professionals, pathway programs help address healthcare disparities and ensure culturally responsivity or all patients. These programs create a more inclusive and representative healthcare workforce, which, in turn, leads to better patient outcomes and a more equitable healthcare system overall.

This panel will include 3-4 faculty from different institutions who have engaged in encouraging early exposure to psychiatry and child and adolescent psychiatry. We will also welcome 2-3 student scholars who have participated in programming. Given the mental health crisis our country is facing, we need to explore ways to meet the individual and community mental health needs of our population. Offering inclusive learning opportunities, mental health related training experiences, and community engagement allows for individuals from all training levels to appreciate the relevance of mental health and career opportunities.

This panel is essential in bringing together psychiatry leaders and learners to better understand and promote workforce development in medicine. By dialoguing with program and initiative leaders as well as scholars in these programs and initiatives, we will be better prepared for future action. Through this panel, we will address various engagement points including high school, college, medical student, and graduate medical training. Learning how to enhance psychiatry related pathway programs help facilitate access to medical education for individuals who may face barriers such as financial constraints, limited educational opportunities, or lack of mentorship.

There are countless barriers that remain in terms of recruitment, effort, time, curricula development, resources, and the cumulative opportunity gap. The rationale for the panel is to bring together medical educators passionate about health equity, workforce development, and collaboration. We are hoping to explore ways to increase exposure to psychiatry and build community outreach and education into existing programs in place. In our panel, the focus will be on mental health; however, the principles can be applied to any field of medicine.

The PATHway for URMs to Medical School: Highlighting the Challenges We Face
Tatyana Dunn - Boston University Chobanian and Avedisian School of Medicine
Christina Jefferson - Boston University Chobanian and Avedisian School of Medicine
Sydni Britton - Boston University Chobanian and Avedisian School of Medicine
Ndili Cook - Boston University Chobanian and Avedisian School of Medicine
Cyerra Cruise - Boston University Chobanian and Avedisian School of Medicine
Kayleen Lau - Boston University Chobanian and Avedisian School of Medicine
Zuri Williams - SUNY Upstate Medical School
Jonathan Wisco - Boston University Chobanian & Avedisian School of Medicine
Location: Session Room 2

For decades the number of students under-represented in medicine (URiMs) who have been accepted into medical school has remained stagnant. Although there are programs to increase the number of URiMs accepted into medical school, there has not been significant progress in percentages as according to AAMC, URiM’s make up 8% of all medical students. There is still work to be done to recruit and accept URMs into medical school. This discussion is intended to have an open dialogue around the academic, social, and financial difficulties that could pose challenges for URiMs.

ASPBP’s goal is to bring to light opportunities for students to pursue medical training. Pathway programs are one of the most effective means by which URMs can pursue a career in medicine. Our panel consists of URiM students from multiple institutions, including Historically Black Colleges and Universities (HBCUs), Predominantly White Institutions (PWIs), pathway programs, or those who have already matriculated into medical school. This discussion will elucidate the pathway, obstacles, and barriers of the medical school application and matriculation process with the goal of educating people on the URiM student experience.

URiMs face structural, systemic, and personal challenges that most non-URiMs can not even fathom with regard to becoming a competitive applicant to apply into medical school. Pathway programs designed for minorities are often a foundational bridge that allows students the resources needed to succeed in not only premedical years, but in medical school as well. Addressing the need for these programs, spreading awareness, and most importantly finding ways to improve these programs through personal experience is imperative in order to diversify the world of medicine, not only for the students, but for those they will serve.

URiM’s face academic challenges at the start of their education as they often come from communities with underfunded school systems that lack adequate resources. Students face financial difficulties preparing for the Medical College Admissions Test (MCAT) as preparation resources for this exam are often very costly. Even when URiMs can overcome these challenges and get into medical school, there are not many classmates they can seek community in. This social component of not belonging fuels imposters syndrome. This discussion provides insight on how essential pathway programs are, opening conversation around the academic, financial, and social challenges URiM’s faces.

Although there is research and literature on the lack of URiMs in medical school and a stagnation of URiM percentages despite schools implementing interventional methods to increase them, the narratives of URiMs actual experiences are scarce. This panel serves to address and discuss the academic, social, and financial difficulties underrepresented populations in medicine face, specifically in the realm of pathway and special masters programs. We hope to answer in our own words and experiences the commonly posed question that are left at the end of research: why have these interventions not been effective in increasing URiM populations?

From Classroom to Curriculum: Preparing Programs for an Authentic, Inclusive Student Experience
Jasmine Bazinet-Philips - The Robert Larner, M.D. College of Medicine at The University of Vermont  
Steffani Driggins - Claflin University
Laurel Murphy Hoffmann - Oregon Health & Science University
Lauren Roth - Albert Einstein College of Medicine
​​​​​​​Location: Session Room 3

Our experienced panelists have adapted program structure, curriculum, and language to strive for more inclusive teaching. This panel will provide lessons learned and strategies for future implementation.

4:30 PM - 5:00 PM

Location: Plenary Room

Time Zone: (UTC-04:00) Eastern Time (US & Canada) [Change Time Zone]