Mini Workshop Abstracts

Mini Workshops should address topics with high-interest potential to the ASPBP community, and foster active engagement of the participants. Participants should be able to take home specific knowledge and skills. Mini Workshops should be designed with a small group in mind, without the ability to form breakout groups.

Mini Workshops will be presented during the Breakout Session blocks on Wednesday, October 4 from 2:00 - 3:00 PM EDT and Thursday, October 5 from 1:00 - 2:00 PM EDT. Workshops are listed in alphabetical order by title. 

Primary Workshop Presenter: Brianne Lewis - Oakland University William Beaumont School of Medicine
Workshop Presenters: Kyeorda Kemp - Oakland University William Beaumont School of Medicine

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).

Key Words: Inclusive Teaching, Innovation, Outreach

Primary Workshop Presenter: Jonathan Wisco - Boston University Chobanian & Avedisian School of Medicine
Workshop Presenters: Angelique C. Harris - Department of Medicine, Boston University
Aram V. Chobanian & Edward Avedisian School of Medicine

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.

Key Words: Pre-Matriculation, Best Practices, Inclusive Teaching

Primary Workshop Presenter: Neishay Ayub

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.

Key Words: Outreach, Undergraduate Students, Best Practices

Primary Workshop Presenter: Julia Derk - Howard Hughes Medical Institute and the Collective for Psychiatric Neuroengineering
Workshop Presenters: Amber Richardson - Duke University

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.

Key Words: Outreach, Research, Innovation

Primary Workshop Presenter: Cristina Benites - Dr. Kiran C. Patel College of Allopathic Medicine at Nova Southeastern University
Workshop Presenters: Arkene Levy - 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

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.

Key Words: Pre-Med, Pre-Matriculation, Best Practices

Primary Workshop Presenter: Emil Chuck - Health Professional Student Association

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.

Key Words: High School Students, Pre-Med, Undergraduate Students

Primary Workshop Presenter: Mariam Manuel - University of Houston
Workshop Presenters: Jacqueline Ekeoba - University of Houston

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.

Key Words: High School Students, Outreach, Undergraduate Students

Primary Workshop Presenter: Serena Kuang - Oakland University William Beaumont School of Medicine
Workshop Presenters: James Grogan - Oakland University William Beaumont School of Medicine

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.

Key Words: Best Practices, Inclusive Teaching, Innovation

Primary Workshop Presenter: Jonathan Wisco - Boston University Chobanian & Avedisian School of Medicine
Workshop Presenters: Anya Goldina - Department of Biological and Environmental Sciences, Elizabethtown College

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.

Key Words: Pre-Med, Pre-Matriculation, Undergraduate Students