BEGIN:VCALENDAR VERSION:2.0 PRODID:-//swoogo.com//NONSGML kigkonsult.se iCalcreator 2.41.90// CALSCALE:GREGORIAN UID:63393433-6161-4234-a131-346465363733 BEGIN:VEVENT UID:08ebd480837ec71ac1ff03089d0ad67436e635df@swoogo.com DTSTAMP:20260907T234747Z DESCRIPTION:MINI WORKSHOPS\n \n\nSTRATEGIES THAT INCREASE THE EFFECTIVENESS OF ACTIVE LEARNING\n_Serena Kuang - Oakland University William Beaumont S chool of Medicine\nJames Grogan - Oakland University William Beaumont Scho ol of Medicine\nLocation: Session Room 1\, Table A_\n\nTo meet this year’s theme (Opportunity\, Connection\, Equity\, Success)\, improving active le arning becomes our topic because 1) it is widely promoted in education\, s o reflecting what needs to improve offers an opportunity to connect educat ors from all types of education\; 2) our content reflects universal aspect s of human nature regardless of gender\, ethnicity\, and culture\, thus hi ghly promoting equity\; 3) our content promotes diversity and inclusion be cause only when the universal aspects of human nature become clear\, appre ciating gender\, racial\, and cultural differences among learners become n ecessary and possible. Together the workshop will encourage attendees’ suc cess in their educational endeavors.\n\nSTEMM COMMUNITY ENGAGEMENT AND CUL TURALLY RESPONSIVE MENTORSHIP\n_Mariam Manuel - University of Houston\nJac queline Ekeoba - University of Houston\nMichelle Carroll Turpin - Universi ty of Houston\nThomas Thesen - Geisel School of Medicine at Dartmouth\nLoc ation: Session Room 1\, Table B_\n\nThe STEM Research Inquiry Summer Enric hment (STEM RISE) program is a collaborative project between the Universit y 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 resi des. The program is designed to better prepare future STEM teachers and me dical professionals to be culturally responsive in their practice\, while simultaneously supporting high school students from underrepresented popul ations in conducting empirical STEM research in laboratory settings.\n\nAN INTRODUCTION TO UNIVERSAL DESIGN FOR LEARNING THAT PROMOTES EDUCATION ACC ESSIBILITY\n_Jonathan Wisco - Boston University Chobanian & Avedisian Scho ol of Medicine\nAngelique C. Harris - Department of Medicine\, Boston Univ ersity Aram V. Chobanian & Edward Avedisian School of Medicine\nLocation: Session Room 2\, Table A_\n\nMany underserved and URM students are non-tra ditional\, and start their STEMM school pathway at community colleges and local universities. But many of these same institutions lack programs in f aculty development for establishing truly inclusive and accessible learnin g spaces. This workshop provides instruction on how to improve education a ccessibility by implementing three concepts of universal design for learni ng - adopting cultural humility and competency\; evaluating physical and t echnological aspects of learning spaces\; promoting life-long learning ski lls that foster personal identity and professional identity formation.\n\n MAKING THE RIGHT MOVES: BUILDING PREPROFESSIONAL SKILLS WITH THE HPSA SITU ATIONAL JUDGMENT WORKSHOP\n_Emil Chuck - Health Professional Student Assoc iation\nLocation: Session Room 2\, Table B_\n\nWhile behavioral and situat ional judgment interviews have been part of the admissions process\, incre ased use of online multiple mini-interviews and situational judgment asses sments for professional student admissions and residency selection has giv en applicants and advisors much anxiety and concern. This presentation wil l focus on insights from a survey of SJT test-takers and provide attendees to participate in a virtual SJT.\n\nROUNDTABLE DISCUSSIONS\n\nHOW TO UTIL IZE COMMUNITY PARTNERS TO CONNECT WITH THE AUDIENCE YOU INTEND TO SERVE: M OVING FROM OUTREACH TO ENGAGEMENT\n_Kristofer Rau - Virginia Tech Carilion School of Medicine\nKyeorda Kemp - Oakland University William Beaumont Sc hool of Medicine\nJonathan Wisco - Boston University Chobanian & Avedisian School of Medicine\nLocation: Session Room 4\, Table B_\n\nEstablishing m eaningful university-community partnerships with individuals or groups who have already built a foundation of trust and understanding within the dem ographics that they serve can provide diverse perspectives and insight int o the intended audience's needs\, preferences\, and aspirations. Many of t hese 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 explo re practical strategies for connecting with our intended audiences.\n\nAs part of ASPBP’s mission\, members strive to provide mentorship and support to develop and implement pathway programs and bridges for students to suc ceed in STEMM careers. For these programs to succeed\, however\, we must n ot operate within silos and move away from traditional top-down approaches . We need to actively engage partners that are already doing the work of s upporting the needs of the community and develop strong relationships with them in order for our programs to be successful in the long term.\n\nTrad itionally\, programs have operated through a one-way model where instituti ons determine what students need or problems to be addressed in specific c ommunities of learners. Community engagement allows for collaborative deci sion-making regarding identifying what the community feels is most importa nt for their youth. However\, this type of work takes time to establish tr ust. Connecting with partners working with our target audiences can help u s 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 con nect with the intended audience.\n\nThis collaborative round table discuss ion provides a unique opportunity for participants to share different appr oaches\, success stories\, and lessons learned in their efforts to partner with the community to connect with their intended audience. By sharing in sights and discussing challenges\, participants can collectively develop e ffective strategies for leveraging community involvement to strengthen pat hway programs. The discussion aims to facilitate collaboration and inspire innovative approaches to building relationships within our communities an d connecting with our audience.\n\nWhile community engagement presents imm ense opportunities\, it also faces challenges\, including difficulties in establishing and sustaining engagement\, decreasing university support\, a nd managing potential conflicts of interest and diverse stakeholder expect ations. There is also a need for innovative approaches to ensure inclusivi ty\, avoid tokenism\, and foster genuine community relationships. Furtherm ore\, organizations often fail to identify their audience’s needs\, and de velop a logic model and sustainable plan to meet those needs. This roundta ble discussion aims to address these challenges by sharing experiences\, e xploring practical solutions\, and identifying methods of utilizing the co mmunity to promote the long-term success of our intended audience.\n\nMCAT ’S\, DAT’S\, AND GRE’S\, OH MY! NO NEED TO SEE A WIZARD TO DEMYSTIFY THE S TEPS OF STARTING STANDARDIZED TEST PREPARATION COURSES WITHIN PATHWAY AND BRIDGE PROGRAMS\n_Edgar Meyer - University of Mississippi Medical Center\n Becky Ostendorf - The Princeton Review\nBrian Hadden - The Princeton Revie w\nLocation: Session Room 4\, Table C_\n\nAlthough many institutions have adopted holistic admission processes for applicants to health professional programs\, grade point averages (GPA’s) and standardized test scores rema in crucial metrics in determining applicants’ acceptance eligibility. Howe ver\, many pathway and postbaccalaureate programs do not incorporate stand ardized test prep courses into their curricula\, leaving the responsibilit y of improving standardized test scores with students. Nevertheless\, prog ram administrators and faculty who take steps to start standardized test p rep courses can leverage programmatic biomedical science course content no t only to prepare students for future health professional degree program c ourses’ content but also to prepare them for standardized test content.\n \nThis roundtable discussion session is relevant to the Association of STE MM Pathway and Bridge Programs (ASPBP) because it highlights initiation pr ocedures for standardized test preparation courses within pathway and post baccalaureate programs. Many struggling students needing to increase their standardized test scores and competitiveness for health professional degr ee program admission identify with underserved and underrepresented minori ty populations. Because test preparation courses potentially provide these student populations with needed resources that can increase their sense o f 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.\n\nMoreover\, this session topic is impor tant because it provides best practices for incorporating preparation cour ses for standardized tests such as the Dental Admission Test (DAT)\, Gradu ate Record Examination (GRE)\, and Medical College Admission Test (MCAT) i nto postbaccalaureate program curricula\, allowing programs to advertise t est preparation as an added program benefit that many postbaccalaureate st udents seeking careers in medicine or dentistry will need in addition to b iomedical science knowledge. This session also shares\, from individuals w ho have successfully started program-based standardized test preparation c ourses\, insights that can potentially make test preparation course initia tion and implementation easier for individuals at other institutions.\n\nT herefore\, the rationale behind this session is to demystify steps necessa ry to initiate and integrate standardized test preparation courses into pa thway and postbaccalaureate program curricula. Steps include developing pa rtnerships with test preparation companies like The Princeton Review\, sig ning contracts that engender discounts and other added benefits for progra ms and students\, and establishing recommendations for course timelines th at maximize students’ successful standardized test score achievements and subsequent matriculation into their desired health professional degree pro grams. This session will also encourage faculty and administrators’ sharin g triumphs and challenges faced at their institutions in providing resourc es for students to improve standardized test scores.\n\nMajor challenges h istorically have included competing factors for time and money that studen ts can devote to standardized test preparation while also being enrolled i n degree or certificate postbaccalaureate or pathway programs. This sessio n aims to address such challenges with proposed effective solutions while also fostering conversations about additional concerns or other unaddresse d problems surrounding standardized test preparation\, such as problem-sol ving strategies to address students’ unaffected or limited growth in test scores\, despite interventional measures\, and other measures of student s uccess when standardized tests such as the GRE are no longer requirements for acceptance into certain graduate and allied health programs.\n \n\nRES EARCHING THE RESEARCH REQUIREMENT: A STUDENT-FACULTY APPROACH ON RESEARCH IN BRIDGE/PATHWAY PROGRAMS\n_Michelle L. Demory - Nova Southeastern Univer sity\, Dr. Kiran C. Patel College of Allopathic Medicine\nTyrese Claridge- Rogers - Nova Southeastern University\, Dr. Kiran C. Patel College of Allo pathic Medicine\nBreanne Edgecombe - Nova Southeastern University\, Dr. Ki ran C. Patel College of Allopathic Medicine\nJoshua Costin - Nova Southeas tern University\, Dr. Kiran C. Patel College of Allopathic Medicine\nLocat ion: Session Room 5\, Table A_\n\nResearch experience aids in developing c ritical thinking\, hypothesis-driven inquiry\, and written and oral commun ication. Given the importance of research to the overall development of st udents within bridge/pathway programs and their transition to health profe ssions graduate schools\, we believe research should be incorporated into these programs. However\, should research be part of the curriculum\, or s hould 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.\n \nThe 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 pote ntial for critical thinking and professional skills development. Not only does research expose students to a field of learning opportunities\, but a lso 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.\n\nThe main topics tha t 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 resea rch in these programs. By shedding light on the importance and relevance o f these topics\, it will allow programs to set a foundation on how to esta blish the best practices to integrate research for their students.\n\nHavi ng an open forum that includes students and faculty alike will yield a bro ad array of responses that can be acted upon. This type of forum is pivota l to ensure the appropriate manner of incorporation of research into bridg e/pathway programs. Allowing individuals from both sides of the table (stu dents/faculty) a chance to offer their viewpoints\, concerning issues\, an d solutions to such issues will give program administrators the tools they need to assure their research delivery is not only efficient\, but fair f or all.\n\nThe main challenge to incorporating research is ensuring it is offered in a way that is most beneficial to the student\, regardless of th eir professional track. Factors that could influence efficaciousness inclu de modality (in-person or virtual)\, type of research offered\, whether re search is required or an elective\, and more. Most of the factors listed a bove may also raise the concern of whether the method of research incorpor ation is fair for all students. While the goal is to utilize research to a dvance a prospective professional student’s skill set and profile\, it is vital to give everyone a balanced playing field.\n\nENGAGING STUDENTS IN M ENTION JOURNEYS IN THEIR OWN BACKYARDS: OPENING WAYS TO REACH STUDENTS\n_R obert Trevino - Tour for Diversity in Medicine\nKameron Matthews - Tour fo r Diversity in Medicine\nBrandi Freeman - Colorado Children's Hospital\nAl den Landry - Tour for Diversity in Medicine\n​​​​​​​Location: Session Room 5\, Table B_\n\nTrainees face many obstacles in applying to health profes sions. 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 & institution s\, and pivoting to virtual programming due to the pandemic.\n\nMentors ar e part of the Tour for Diversity in Medicine\, an organization that has pa rticipated in previous ASPBP events. The experiences of the mentors come f rom many different aspects of medicine and leadership.\n\nMany organizatio ns have challenges related to pathway programming but struggle with addres sing those challenges. The roundtable will share best practices and allow for the audience to engage and share their experiences as well. The organi zation has seen growth in over a decade of existence. This has also includ ed an expansion of the Pre-Health programs supported.\n\nThe round table w ill provide a space to address best practices from a wide set of leaders w ith an interest in the pathway system. Their experiences span K-12\, under graduate\, and medical student mentorship. All have been a part of organiz ations 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.\n\nPanelists 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 wit hin personal organizations as both student leaders and alumni leaders.\n\n OPTIMIZING ORIENTATION: SETTING STUDENTS UP FOR SUCCESS FROM DAY ONE\n_Mia Uzcategui - Florida International University\nAngeline Morales - Florida International University\nRemsly Mesidor - Florida International Universit y\nTracey Weiler - Florida International University\n​​​​​​​Location: Sess ion Room 5\, Table C_\n\nThe Graduate Certificate Program (GCP) in Molecul ar and Biomedical Sciences at Florida International University\, Herbert W ertheim College of Medicine is a post-baccalaureate program serving to enh ance students’ academic and professional qualifications on the path to a m edical 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\, freq uent group activities\, faculty and alumni mentorships\, volunteer opportu nities\, and AMCAS advising in an effort to make students well-rounded app licants. This round table discussion will address best practices during or ientation to ensure student academic success.\n\nASPBP is focused on deter mining best practices for STEMM pathway and bridge programs. An important element in these programs is to define the academic learning culture at th e very beginning\, and foster that culture throughout the program. Identif ication of best practices to foster an actively inclusive learning environ ment at program orientation is relevant for any post-bacc or graduate prog ram interested in establishing an environment most conducive to student su ccess. Developing these skills and strategies within pathway and bridge pr ograms sets students up for success in their subsequent healthcare trainin g program.\n\nTypical undergraduate biomedical education is a non-cohort-b ased\, competitive environment which doesn’t foster belonging\, collaborat ion or development of the academic skills necessary to succeed in healthca re training programs. Studies show that students with a sense of belonging have improved learning and wellness. Fostering a culture of inclusion\, c ollaboration\, and open communication among faculty\, staff\, and students can enhance student satisfaction and trust in their faculty\, thereby mak ing them more open to accepting recommendations for revamping their academ ic study skills. Students with strong academic success strategies are more likely to perform well\, improving matriculation rates to graduate health care training programs.\n\nStudents may feel unprepared for the rigors of a post-bacc/graduate program in comparison to their undergraduate experien ces. Upon entering their graduate program\, many students discover that th e learning habits established during their undergraduate years are incompa tible with success in the compressed time frame of a rigorous post-bacc pr ogram. The objectives of this roundtable are to discuss how to manage stud ent 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 t heir pre-professional training program.\n\nMost undergraduate students bel ieve 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 underprepare d for the volume and level of content. Despite these feelings\, these stud ents are often resistant to recommendations for wholesale revision of thei r academic skills and strategies. Instead\, they tweak their current metho ds to improve their academic performance. The purpose of our roundtable is to brainstorm strategies to foster a culture of belonging and collaborati on that enhances the student receptiveness to academic skills content earl y in the program.\n\nYOJO: CREATING AN ONLINE ECOSYSTEM FOR LEARNERS\, MEN TORS\, ADMINISTRATORS\, AND RESEARCHERS\n_Amber Richardson - Center for Pa thway Programs at Duke\nCharles Muiruri - Center for Pathway Programs at D uke\nJulia Derk - Howard Hughes Medical Institute and the Collective for P sychiatric Neuroengineering\nDouglass Coleman - BOOST Program at Duke Univ ersity School of Medicine\nAmanda McMillan - Duke Clinical and Translation al Sciences Institute\nMelanie Perez-Romero - BOOST Program at Duke Univer sity School of Medicine​​​​​​​\n​​​​​​​Location: Session Room 5\, Table D_ \n\nThe Center for Pathway Programs facilitates academic and career develo pment opportunities for students\, trainees\, and faculty by promoting per sistence in pathway programs. We define pathway programs as any program de signed to prepare someone for the next step in their academic or career jo urney. The Center aligns the efforts of various pathway programs to create an ecosystem in which participants easily identify and seamlessly transit ion between opportunities that advance their learning. At its core\, The C enter supports pathway programs so that together\, we reduce barriers to a ccess—and mitigate the impact of societal inequities—for underrepresented minority and disadvantaged students.\n\nThe Center created “YoJo: Your Jou rney\,” a one-stop shop for pathway learners and administrators in respons e to the needs of our stakeholders\, including ASPBP. Learners use YoJo to identify and apply for programs\, and upon completion\, YoJo recommends a dditional opportunities that advance learners to their next stage. Learner s use YoJo to chart paths as early and far out as desired. Program adminis trators use YoJo to attract learners\, track progress\, and evaluate the e fficacy of programs. YoJo’s data help administrators\, The Center\, and th e larger pathway ecosystem understand where learners need the most support and which interventions are most effective.\n\nAt 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 collec tive resources. Our workshop included a SWOT analysis that gauged stakehol der willingness to replace siloed program operations with an ecosystemic a pproach. Attendees emphatically articulated that a) pathway programs are o ften underresourced and need help establishing and systematizing core func tions like recruitment\, candidate selection\, participant tracking\, and program evaluation\, and b) programs welcome this kind of support and coor dination. In short\, program admins want relief from administrative burden s that divert from program innovation and enhancement.\n\nYOJO offers a ta ngible solution to inefficiencies administrators encounter when running pa thway programs and the obstacles learners face in accessing pathways to ad vancement. The Center’s implementation of stakeholder-led\, ecosystemic ap proaches to supporting pathway programs yields community-minded methodolog ies\, holistic considerations for learner support and program evaluation\, and a powerful tool that combines it all. We’re eager to discuss:\n-reduc tion of administrative burden inherent in managing resource-intensive prog ram operations\n-amplified workforce development potential via efficient s ystems and intentional community engagement\n-integration of cascading men toring and mentorship development\n-innovative evaluation measures centeri ng STEM identity and belonging as key indicators of success\n\nTo address the dearth of research on the effectiveness of pathway programs\, The Cent er is coordinating pathway efforts primarily through YOJO as a tangible to ol for pathway persistence and program support. As more programs adopt YOJ O\, our stakeholder network will have access to more data demonstrating th e effect of interventions aimed at increasing pathway persistence. Further more\, recognizing that holistic support—including that of families and me ntors—is critical for persistence\, we’re focusing on facilitating these r elationships within and beyond YOJO\, and seek to contribute to conversati ons and research on this topic\, especially as related to pathway success for URMs. DTSTART:20231005T170000Z DTEND:20231005T180000Z LAST-MODIFIED:20260907T234747Z LOCATION: SEQUENCE:0 STATUS:CONFIRMED SUMMARY:Breakout Session TRANSP:OPAQUE X-ALT-DESC;FMTTYPE=text/html:

Mini Workshops
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Strategies That Increase the Effectiveness of Active Learning
Serena Kuang - Oakland University Willi am Beaumont School of Medicine
\nJames Grogan - Oakland University Wi lliam Beaumont School of Medicine
Location: Session Room 1\, Table A

\nTo meet this year’s theme (Opportunity\, Connection\, Equity\, Success)\, improvi ng active learning becomes our topic because 1) it is widely promoted in e ducation\, so reflecting what needs to improve offers an opportunity to co nnect educators from all types of education\; 2) our content reflects univ ersal aspects of human nature regardless of gender\, ethnicity\, and cultu re\, thus highly promoting equity\; 3) our content promotes diversity and inclusion because only when the universal aspects of human nature become c lear\, appreciating gender\, racial\, and cultural differences among learn ers become necessary and possible. Together the workshop will encourage at tendees’ success in their educational endeavors.

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S TEMM Community Engagement and Culturally Responsive Mentorship
Mariam Manuel - University of Houston
\nJacqueline Ekeoba - Un iversity of Houston
\nMichelle Carroll Turpin - University of Houston
\nThomas Thesen - Geisel School of Medicine at Dartmouth
Location: Session Room 1\, Table B

\nThe STEM Research Inquiry Summer Enrichment (STEM RI SE) program is a collaborative project between the University of Houston ( UH) College of Natural Sciences and Mathematics STEM teacher preparation p rogram\, teachHOUSTON\, and the UH College of Medicine. STEM RISE activiti es and strategic planning are conducted in partnership with community lead ers and Jack Yates High School in Third Ward\, where UH resides. The progr am is designed to better prepare future STEM teachers and medical professi onals to be culturally responsive in their practice\, while simultaneously supporting high school students from underrepresented populations in cond ucting empirical STEM research in laboratory settings.

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An Introduction to Universal Design for Learning That Promotes Educat ion Accessibility
Jonathan Wisco - Boston University Cho banian & Avedisian School of Medicine
\nAngelique C. Harris - Departm ent of Medicine\, Boston University Aram V. Chobanian & Edward Avedisian S chool of Medicine
Location: Session Room 2\, Table A

\nMany underserved and UR M students are non-traditional\, and start their STEMM school pathway at c ommunity colleges and local universities. But many of these same instituti ons 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 unive rsal design for learning - adopting cultural humility and competency\; eva luating physical and technological aspects of learning spaces\; promoting life-long learning skills that foster personal identity and professional i dentity formation.

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Making the Right Moves: Buildin g Preprofessional Skills with the HPSA Situational Judgment Workshop
Emil Chuck - Health Professional Student Association
Location: Session Room 2\, Table B< /span>

\nWhile behavioral and situational judgment intervi ews have been part of the admissions process\, increased use of online mul tiple mini-interviews and situational judgment assessments for professiona l student admissions and residency selection has given applicants and advi sors much anxiety and concern. This presentation will focus on insights fr om a survey of SJT test-takers and provide attendees to participate in a v irtual SJT.

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Roundtable Discussions

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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
\nKyeorda Kemp - Oakland University William Beaumont School of Medicine
\nJonathan Wisco - Boston University Chobanian & Avedisian School of Medicine
Location: Session Room 4\, Table B

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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 audie nce's needs\, preferences\, and aspirations. Many of these community partn ers provide valuable logistical resources or physical support that may enh ance the long-term success of our programs. However\, effectively partneri ng with the community requires a genuine\, thoughtful\, and strategic appr oach. This roundtable will delve into the intricacies of working with part ners in order to engage our target audiences and explore practical strateg ies for connecting with our intended audiences.

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As part of ASPBP ’s mission\, members strive to provide mentorship and support to develop a nd implement pathway programs and bridges for students to succeed in STEMM careers. For these programs to succeed\, however\, we must not operate wi thin 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 orde r for our programs to be successful in the long term.

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Traditiona lly\, programs have operated through a one-way model where institutions de termine what students need or problems to be addressed in specific communi ties of learners. Community engagement allows for collaborative decision-m aking regarding identifying what the community feels is most important for their youth. However\, this type of work takes time to establish trust. C onnecting with partners working with our target audiences can help us buil d authentic relationships with communities\, gather valuable insight\, and establish trust. This discussion explores effective strategies for establ ishing sustainable partnerships with the community as a means to connect w ith the intended audience.

\n\n

This collaborative round table discus sion provides a unique opportunity for participants to share different app roaches\, success stories\, and lessons learned in their efforts to partne r with the community to connect with their intended audience. By sharing i nsights and discussing challenges\, participants can collectively develop effective strategies for leveraging community involvement to strengthen pa thway programs. The discussion aims to facilitate collaboration and inspir e innovative approaches to building relationships within our communities a nd connecting with our audience.

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While community engagement pres ents immense opportunities\, it also faces challenges\, including difficul ties in establishing and sustaining engagement\, decreasing university sup port\, and managing potential conflicts of interest and diverse stakeholde r expectations. There is also a need for innovative approaches to ensure i nclusivity\, 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 experie nces\, exploring practical solutions\, and identifying methods of utilizin g the community to promote the long-term success of our intended audience.

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MCAT’s\, DAT’s\, and GRE’s\, Oh My! No Need to Se e a Wizard to Demystify the Steps of Starting Standardized Test Preparatio n Courses Within Pathway and Bridge Programs
Edgar Meyer - University of Mississippi Medical Center
\nBecky Ostendorf - The P rinceton Review
\nBrian Hadden - The Princeton Review
Location: Session Room 4\, Table C< /em>

\nAlthough many institutions have adopted holistic admissi on processes for applicants to health professional programs\, grade point averages (GPA’s) and standardized test scores remain crucial metrics in de termining applicants’ acceptance eligibility. However\, many pathway and p ostbaccalaureate programs do not incorporate standardized test prep course s into their curricula\, leaving the responsibility of improving standardi zed test scores with students. Nevertheless\, program administrators and f aculty who take steps to start standardized test prep courses can leverage programmatic biomedical science course content not only to prepare studen ts for future health professional degree program courses’ content but also to prepare them for standardized test content.

\nThis roundtab le discussion session is relevant to the Association of STEMM Pathway and Bridge Programs (ASPBP) because it highlights initiation procedures for st andardized test preparation courses within pathway and postbaccalaureate p rograms. Many struggling students needing to increase their standardized t est scores and competitiveness for health professional degree program admi ssion identify with underserved and underrepresented minority populations. Because test preparation courses potentially provide these student popula tions with needed resources that can increase their sense of belonging wit hin program cohorts\, this session aligns with the ASPBP’s mission to deve lop best practices needed to achieve inclusivity and equity across the edu cation continuum.

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

\nTherefore\, the rationale behind this session is to demystify steps ne cessary to initiate and integrate standardized test preparation courses in to pathway and postbaccalaureate program curricula. Steps include developi ng partnerships with test preparation companies like The Princeton Review\ , signing contracts that engender discounts and other added benefits for p rograms and students\, and establishing recommendations for course timelin es that maximize students’ successful standardized test score achievements and subsequent matriculation into their desired health professional degre e programs. This session will also encourage faculty and administrators’ s haring triumphs and challenges faced at their institutions in providing re sources for students to improve standardized test scores.

\nMaj or challenges historically have included competing factors for time and mo ney that students can devote to standardized test preparation while also b eing enrolled in degree or certificate postbaccalaureate or pathway progra ms. This session aims to address such challenges with proposed effective s olutions while also fostering conversations about additional concerns or o ther 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 measur es of student success when standardized tests such as the GRE are no longe r requirements for acceptance into certain graduate and allied health prog rams.
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Researching the Research Requirement: A S tudent-Faculty Approach on Research in Bridge/Pathway Programs
Michelle L. Demory - Nova Southeastern University\, Dr. Kiran C. Pa tel College of Allopathic Medicine
\nTyrese Claridge-Rogers - Nova So utheastern University\, Dr. Kiran C. Patel College of Allopathic Medicine< br />\nBreanne Edgecombe - Nova Southeastern University\, Dr. Kiran C. Pat el College of Allopathic Medicine
\nJoshua Costin - Nova Southeastern University\, Dr. Kiran C. Patel College of Allopathic Medicine
Location: Session Room 5\, Table A

\nResearch experience aids in developing critical thi nking\, hypothesis-driven inquiry\, and written and oral communication. Gi ven the importance of research to the overall development of students with in bridge/pathway programs and their transition to health professions grad uate schools\, we believe research should be incorporated into these progr ams. However\, should research be part of the curriculum\, or should our p rograms include research as an extra-curricular experience? To address thi s\, 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.

\nThe 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 pote ntial for critical thinking and professional skills development. Not only does research expose students to a field of learning opportunities\, but a lso 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.

\nThe 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 goal s of research in these programs. By shedding light on the importance and r elevance of these topics\, it will allow programs to set a foundation on h ow to establish the best practices to integrate research for their student s.

\nHaving an open forum that includes students and faculty al ike will yield a broad array of responses that can be acted upon. This typ e of forum is pivotal to ensure the appropriate manner of incorporation of research into bridge/pathway programs. Allowing individuals from both sid es of the table (students/faculty) a chance to offer their viewpoints\, co ncerning issues\, and solutions to such issues will give program administr ators the tools they need to assure their research delivery is not only ef ficient\, but fair for all.

\nThe main challenge to incorporati ng research is ensuring it is offered in a way that is most beneficial to the student\, regardless of their professional track. Factors that could i nfluence 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 t he method of research incorporation is fair for all students. While the go al is to utilize research to advance a prospective professional student’s skill set and profile\, it is vital to give everyone a balanced playing fi eld.

\n\n


Engaging Students in Mention Journeys in thei r Own Backyards: Opening Ways to Reach Students
Robert T revino - Tour for Diversity in Medicine
\nKameron Matthews - Tour for Diversity in Medicine
\nBrandi Freeman - Colorado Children's Hospita l
\nAlden Landry - Tour for Diversity in Medicine
​​​​​​​Location: Session Room 5\, Table B

\nTrainees face many obstacles in applying to health pr ofessions. Reaching them for appropriate mentorship can be just as challen ging. Organizations must be adaptive to student needs but this can present its own set of challenges. The Tour for Diversity is a nonprofit organiza tion that has found ways to mentor students through in person sessions acr oss the country\, through partnership with student organizations & institu tions\, and pivoting to virtual programming due to the pandemic.

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

\nMany organizations have challenges related to pathway programming but struggle with addressing those challenges. The roundtable will share b est practices and allow for the audience to engage and share their experie nces as well. The organization has seen growth in over a decade of existen ce. This has also included an expansion of the Pre-Health programs support ed.

\nThe round table will provide a space to address best prac tices from a wide set of leaders with an interest in the pathway system. T heir experiences span K-12\, undergraduate\, and medical student mentorshi p. All have been a part of organizations that needed to pivot approach due to challenges faced\, whether it be traditional obstacles like time and b udget or novel problems like COVID-19 pandemic.

\nPanelists wil l discuss their experiences in the pathways space\, ranging from non profi t organizations\, such as Tour for Diversity in Medicine\, to academic ins titutions. Experiences also include work within personal organizations as both student leaders and alumni leaders.

\n\n


Optimizin g Orientation: Setting Students Up for Success From Day One
Mia Uzcategui - Florida International University
\nAngeline Moral es - Florida International University
\nRemsly Mesidor - Florida Inte rnational University
\nTracey Weiler - Florida International Universi ty
​​​​​​​Location: Session Room 5\, Table C

\nThe Graduate Certificate Progra m (GCP) in Molecular and Biomedical Sciences at Florida International Univ ersity\, Herbert Wertheim College of Medicine is a post-baccalaureate prog ram serving to enhance students’ academic and professional qualifications on the path to a medical career. The program reinforces basic science conc epts seen in first-year medical school. The curriculum strengthens underst anding of clinical sciences through small cohorts\, active and collaborati ve learning\, frequent group activities\, faculty and alumni mentorships\, volunteer opportunities\, and AMCAS advising in an effort to make student s well-rounded applicants. This round table discussion will address best p ractices during orientation to ensure student academic success.

\nASPBP is focused on determining best practices for STEMM pathway and br idge programs. An important element in these programs is to define the aca demic learning culture at the very beginning\, and foster that culture thr oughout the program. Identification of best practices to foster an activel y inclusive learning environment at program orientation is relevant for an y 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 s ubsequent healthcare training program.

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

\nStudents may feel unprepared for the rigors of a post-bacc/graduate prog ram in comparison to their undergraduate experiences. Upon entering their graduate program\, many students discover that the learning habits establi shed 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 intervent ions intended to set students up for success in their pre-professional tra ining program.

\nMost undergraduate students believe that they have developed sufficient academic strategies to succeed in their post-sec ondary career training programs. Upon entering post-bacc or professional e ducation\, students often feel overwhelmed and underprepared for the volum e and level of content. Despite these feelings\, these students are often resistant to recommendations for wholesale revision of their academic skil ls and strategies. Instead\, they tweak their current methods to improve t heir academic performance. The purpose of our roundtable is to brainstorm strategies to foster a culture of belonging and collaboration that enhance s the student receptiveness to academic skills content early in the progra m.

\n\n


YoJo: Creating An Online Ecosystem for Learners \, Mentors\, Administrators\, and Researchers
Amber Rich ardson - Center for Pathway Programs at Duke
\nCharles Muiruri - Cent er for Pathway Programs at Duke
\nJulia Derk - Howard Hughes Medical Institute and the Collective for Psychiatric Neuroengineering
\nDougl ass Coleman - BOOST Program at Duke University School of Medicine
\nA manda McMillan - Duke Clinical and Translational Sciences Institute
\nMelanie Perez-Romero - BOOST Program at Duke University School of Medici ne​​​​​​​
​​​​​​​Location: Session Room 5\, Table D

\nThe Center for Pathway P rograms facilitates academic and career development opportunities for stud ents\, trainees\, and faculty by promoting persistence in pathway programs . We define pathway programs as any program designed to prepare someone fo r the next step in their academic or career journey. The Center aligns the efforts of various pathway programs to create an ecosystem in which parti cipants easily identify and seamlessly transition between opportunities th at advance their learning. At its core\, The Center supports pathway progr ams so that together\, we reduce barriers to access—and mitigate the impac t of societal inequities—for underrepresented minority and disadvantaged s tudents.

\nThe 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 appl y for programs\, and upon completion\, YoJo recommends additional opportun ities that advance learners to their next stage. Learners use YoJo to char t paths as early and far out as desired. Program administrators use YoJo t o attract learners\, track progress\, and evaluate the efficacy of program s. YoJo’s data help administrators\, The Center\, and the larger pathway e cosystem understand where learners need the most support and which interve ntions are most effective.

\nAt ASPBP 22\, we conducted a poste r presentation to share our value proposition as a hub within the pathway ecosystem that fosters intra-program learning and leverages collective res ources. Our workshop included a SWOT analysis that gauged stakeholder will ingness to replace siloed program operations with an ecosystemic approach. Attendees emphatically articulated that a) pathway programs are often und erresourced and need help establishing and systematizing core functions li ke 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 d ivert from program innovation and enhancement.

\nYOJO 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 methodol ogies\, holistic considerations for learner support and program evaluation \, and a powerful tool that combines it all. We’re eager to discuss:
\n-reduction of administrative burden inherent in managing resource-intens ive program operations
\n-amplified workforce development potential v ia efficient systems and intentional community engagement
\n-integrat ion of cascading mentoring and mentorship development
\n-innovative e valuation measures centering STEM identity and belonging as key indicators of success

\nTo address the dearth of research on the effectiv eness of pathway programs\, The Center is coordinating pathway efforts pri marily 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 inc reasing pathway persistence. Furthermore\, recognizing that holistic suppo rt—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\, espec ially as related to pathway success for URMs.

BEGIN:VALARM UID:61353432-6435-4032-a634-653364373732 ACTION:DISPLAY DESCRIPTION:MINI WORKSHOPS\n \n\nSTRATEGIES THAT INCREASE THE EFFECTIVENESS OF ACTIVE LEARNING\n_Serena Kuang - Oakland University William Beaumont S chool of Medicine\nJames Grogan - Oakland University William Beaumont Scho ol of Medicine\nLocation: Session Room 1\, Table A_\n\nTo meet this year’s theme (Opportunity\, Connection\, Equity\, Success)\, improving active le arning becomes our topic because 1) it is widely promoted in education\, s o reflecting what needs to improve offers an opportunity to connect educat ors from all types of education\; 2) our content reflects universal aspect s of human nature regardless of gender\, ethnicity\, and culture\, thus hi ghly promoting equity\; 3) our content promotes diversity and inclusion be cause only when the universal aspects of human nature become clear\, appre ciating gender\, racial\, and cultural differences among learners become n ecessary and possible. Together the workshop will encourage attendees’ suc cess in their educational endeavors.\n\nSTEMM COMMUNITY ENGAGEMENT AND CUL TURALLY RESPONSIVE MENTORSHIP\n_Mariam Manuel - University of Houston\nJac queline Ekeoba - University of Houston\nMichelle Carroll Turpin - Universi ty of Houston\nThomas Thesen - Geisel School of Medicine at Dartmouth\nLoc ation: Session Room 1\, Table B_\n\nThe STEM Research Inquiry Summer Enric hment (STEM RISE) program is a collaborative project between the Universit y 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 resi des. The program is designed to better prepare future STEM teachers and me dical professionals to be culturally responsive in their practice\, while simultaneously supporting high school students from underrepresented popul ations in conducting empirical STEM research in laboratory settings.\n\nAN INTRODUCTION TO UNIVERSAL DESIGN FOR LEARNING THAT PROMOTES EDUCATION ACC ESSIBILITY\n_Jonathan Wisco - Boston University Chobanian & Avedisian Scho ol of Medicine\nAngelique C. Harris - Department of Medicine\, Boston Univ ersity Aram V. Chobanian & Edward Avedisian School of Medicine\nLocation: Session Room 2\, Table A_\n\nMany underserved and URM students are non-tra ditional\, and start their STEMM school pathway at community colleges and local universities. But many of these same institutions lack programs in f aculty development for establishing truly inclusive and accessible learnin g spaces. This workshop provides instruction on how to improve education a ccessibility by implementing three concepts of universal design for learni ng - adopting cultural humility and competency\; evaluating physical and t echnological aspects of learning spaces\; promoting life-long learning ski lls that foster personal identity and professional identity formation.\n\n MAKING THE RIGHT MOVES: BUILDING PREPROFESSIONAL SKILLS WITH THE HPSA SITU ATIONAL JUDGMENT WORKSHOP\n_Emil Chuck - Health Professional Student Assoc iation\nLocation: Session Room 2\, Table B_\n\nWhile behavioral and situat ional judgment interviews have been part of the admissions process\, incre ased use of online multiple mini-interviews and situational judgment asses sments for professional student admissions and residency selection has giv en applicants and advisors much anxiety and concern. This presentation wil l focus on insights from a survey of SJT test-takers and provide attendees to participate in a virtual SJT.\n\nROUNDTABLE DISCUSSIONS\n\nHOW TO UTIL IZE COMMUNITY PARTNERS TO CONNECT WITH THE AUDIENCE YOU INTEND TO SERVE: M OVING FROM OUTREACH TO ENGAGEMENT\n_Kristofer Rau - Virginia Tech Carilion School of Medicine\nKyeorda Kemp - Oakland University William Beaumont Sc hool of Medicine\nJonathan Wisco - Boston University Chobanian & Avedisian School of Medicine\nLocation: Session Room 4\, Table B_\n\nEstablishing m eaningful university-community partnerships with individuals or groups who have already built a foundation of trust and understanding within the dem ographics that they serve can provide diverse perspectives and insight int o the intended audience's needs\, preferences\, and aspirations. Many of t hese 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 explo re practical strategies for connecting with our intended audiences.\n\nAs part of ASPBP’s mission\, members strive to provide mentorship and support to develop and implement pathway programs and bridges for students to suc ceed in STEMM careers. For these programs to succeed\, however\, we must n ot operate within silos and move away from traditional top-down approaches . We need to actively engage partners that are already doing the work of s upporting the needs of the community and develop strong relationships with them in order for our programs to be successful in the long term.\n\nTrad itionally\, programs have operated through a one-way model where instituti ons determine what students need or problems to be addressed in specific c ommunities of learners. Community engagement allows for collaborative deci sion-making regarding identifying what the community feels is most importa nt for their youth. However\, this type of work takes time to establish tr ust. Connecting with partners working with our target audiences can help u s 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 con nect with the intended audience.\n\nThis collaborative round table discuss ion provides a unique opportunity for participants to share different appr oaches\, success stories\, and lessons learned in their efforts to partner with the community to connect with their intended audience. By sharing in sights and discussing challenges\, participants can collectively develop e ffective strategies for leveraging community involvement to strengthen pat hway programs. The discussion aims to facilitate collaboration and inspire innovative approaches to building relationships within our communities an d connecting with our audience.\n\nWhile community engagement presents imm ense opportunities\, it also faces challenges\, including difficulties in establishing and sustaining engagement\, decreasing university support\, a nd managing potential conflicts of interest and diverse stakeholder expect ations. There is also a need for innovative approaches to ensure inclusivi ty\, avoid tokenism\, and foster genuine community relationships. Furtherm ore\, organizations often fail to identify their audience’s needs\, and de velop a logic model and sustainable plan to meet those needs. This roundta ble discussion aims to address these challenges by sharing experiences\, e xploring practical solutions\, and identifying methods of utilizing the co mmunity to promote the long-term success of our intended audience.\n\nMCAT ’S\, DAT’S\, AND GRE’S\, OH MY! NO NEED TO SEE A WIZARD TO DEMYSTIFY THE S TEPS OF STARTING STANDARDIZED TEST PREPARATION COURSES WITHIN PATHWAY AND BRIDGE PROGRAMS\n_Edgar Meyer - University of Mississippi Medical Center\n Becky Ostendorf - The Princeton Review\nBrian Hadden - The Princeton Revie w\nLocation: Session Room 4\, Table C_\n\nAlthough many institutions have adopted holistic admission processes for applicants to health professional programs\, grade point averages (GPA’s) and standardized test scores rema in crucial metrics in determining applicants’ acceptance eligibility. Howe ver\, many pathway and postbaccalaureate programs do not incorporate stand ardized test prep courses into their curricula\, leaving the responsibilit y of improving standardized test scores with students. Nevertheless\, prog ram administrators and faculty who take steps to start standardized test p rep courses can leverage programmatic biomedical science course content no t only to prepare students for future health professional degree program c ourses’ content but also to prepare them for standardized test content.\n \nThis roundtable discussion session is relevant to the Association of STE MM Pathway and Bridge Programs (ASPBP) because it highlights initiation pr ocedures for standardized test preparation courses within pathway and post baccalaureate programs. Many struggling students needing to increase their standardized test scores and competitiveness for health professional degr ee program admission identify with underserved and underrepresented minori ty populations. Because test preparation courses potentially provide these student populations with needed resources that can increase their sense o f 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.\n\nMoreover\, this session topic is impor tant because it provides best practices for incorporating preparation cour ses for standardized tests such as the Dental Admission Test (DAT)\, Gradu ate Record Examination (GRE)\, and Medical College Admission Test (MCAT) i nto postbaccalaureate program curricula\, allowing programs to advertise t est preparation as an added program benefit that many postbaccalaureate st udents seeking careers in medicine or dentistry will need in addition to b iomedical science knowledge. This session also shares\, from individuals w ho have successfully started program-based standardized test preparation c ourses\, insights that can potentially make test preparation course initia tion and implementation easier for individuals at other institutions.\n\nT herefore\, the rationale behind this session is to demystify steps necessa ry to initiate and integrate standardized test preparation courses into pa thway and postbaccalaureate program curricula. Steps include developing pa rtnerships with test preparation companies like The Princeton Review\, sig ning contracts that engender discounts and other added benefits for progra ms and students\, and establishing recommendations for course timelines th at maximize students’ successful standardized test score achievements and subsequent matriculation into their desired health professional degree pro grams. This session will also encourage faculty and administrators’ sharin g triumphs and challenges faced at their institutions in providing resourc es for students to improve standardized test scores.\n\nMajor challenges h istorically have included competing factors for time and money that studen ts can devote to standardized test preparation while also being enrolled i n degree or certificate postbaccalaureate or pathway programs. This sessio n aims to address such challenges with proposed effective solutions while also fostering conversations about additional concerns or other unaddresse d problems surrounding standardized test preparation\, such as problem-sol ving strategies to address students’ unaffected or limited growth in test scores\, despite interventional measures\, and other measures of student s uccess when standardized tests such as the GRE are no longer requirements for acceptance into certain graduate and allied health programs.\n \n\nRES EARCHING THE RESEARCH REQUIREMENT: A STUDENT-FACULTY APPROACH ON RESEARCH IN BRIDGE/PATHWAY PROGRAMS\n_Michelle L. Demory - Nova Southeastern Univer sity\, Dr. Kiran C. Patel College of Allopathic Medicine\nTyrese Claridge- Rogers - Nova Southeastern University\, Dr. Kiran C. Patel College of Allo pathic Medicine\nBreanne Edgecombe - Nova Southeastern University\, Dr. Ki ran C. Patel College of Allopathic Medicine\nJoshua Costin - Nova Southeas tern University\, Dr. Kiran C. Patel College of Allopathic Medicine\nLocat ion: Session Room 5\, Table A_\n\nResearch experience aids in developing c ritical thinking\, hypothesis-driven inquiry\, and written and oral commun ication. Given the importance of research to the overall development of st udents within bridge/pathway programs and their transition to health profe ssions graduate schools\, we believe research should be incorporated into these programs. However\, should research be part of the curriculum\, or s hould 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.\n \nThe 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 pote ntial for critical thinking and professional skills development. Not only does research expose students to a field of learning opportunities\, but a lso 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.\n\nThe main topics tha t 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 resea rch in these programs. By shedding light on the importance and relevance o f these topics\, it will allow programs to set a foundation on how to esta blish the best practices to integrate research for their students.\n\nHavi ng an open forum that includes students and faculty alike will yield a bro ad array of responses that can be acted upon. This type of forum is pivota l to ensure the appropriate manner of incorporation of research into bridg e/pathway programs. Allowing individuals from both sides of the table (stu dents/faculty) a chance to offer their viewpoints\, concerning issues\, an d solutions to such issues will give program administrators the tools they need to assure their research delivery is not only efficient\, but fair f or all.\n\nThe main challenge to incorporating research is ensuring it is offered in a way that is most beneficial to the student\, regardless of th eir professional track. Factors that could influence efficaciousness inclu de modality (in-person or virtual)\, type of research offered\, whether re search is required or an elective\, and more. Most of the factors listed a bove may also raise the concern of whether the method of research incorpor ation is fair for all students. While the goal is to utilize research to a dvance a prospective professional student’s skill set and profile\, it is vital to give everyone a balanced playing field.\n\nENGAGING STUDENTS IN M ENTION JOURNEYS IN THEIR OWN BACKYARDS: OPENING WAYS TO REACH STUDENTS\n_R obert Trevino - Tour for Diversity in Medicine\nKameron Matthews - Tour fo r Diversity in Medicine\nBrandi Freeman - Colorado Children's Hospital\nAl den Landry - Tour for Diversity in Medicine\n​​​​​​​Location: Session Room 5\, Table B_\n\nTrainees face many obstacles in applying to health profes sions. 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 & institution s\, and pivoting to virtual programming due to the pandemic.\n\nMentors ar e part of the Tour for Diversity in Medicine\, an organization that has pa rticipated in previous ASPBP events. The experiences of the mentors come f rom many different aspects of medicine and leadership.\n\nMany organizatio ns have challenges related to pathway programming but struggle with addres sing those challenges. The roundtable will share best practices and allow for the audience to engage and share their experiences as well. The organi zation has seen growth in over a decade of existence. This has also includ ed an expansion of the Pre-Health programs supported.\n\nThe round table w ill provide a space to address best practices from a wide set of leaders w ith an interest in the pathway system. Their experiences span K-12\, under graduate\, and medical student mentorship. All have been a part of organiz ations 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.\n\nPanelists 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 wit hin personal organizations as both student leaders and alumni leaders.\n\n OPTIMIZING ORIENTATION: SETTING STUDENTS UP FOR SUCCESS FROM DAY ONE\n_Mia Uzcategui - Florida International University\nAngeline Morales - Florida International University\nRemsly Mesidor - Florida International Universit y\nTracey Weiler - Florida International University\n​​​​​​​Location: Sess ion Room 5\, Table C_\n\nThe Graduate Certificate Program (GCP) in Molecul ar and Biomedical Sciences at Florida International University\, Herbert W ertheim College of Medicine is a post-baccalaureate program serving to enh ance students’ academic and professional qualifications on the path to a m edical 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\, freq uent group activities\, faculty and alumni mentorships\, volunteer opportu nities\, and AMCAS advising in an effort to make students well-rounded app licants. This round table discussion will address best practices during or ientation to ensure student academic success.\n\nASPBP is focused on deter mining best practices for STEMM pathway and bridge programs. An important element in these programs is to define the academic learning culture at th e very beginning\, and foster that culture throughout the program. Identif ication of best practices to foster an actively inclusive learning environ ment at program orientation is relevant for any post-bacc or graduate prog ram interested in establishing an environment most conducive to student su ccess. Developing these skills and strategies within pathway and bridge pr ograms sets students up for success in their subsequent healthcare trainin g program.\n\nTypical undergraduate biomedical education is a non-cohort-b ased\, competitive environment which doesn’t foster belonging\, collaborat ion or development of the academic skills necessary to succeed in healthca re training programs. Studies show that students with a sense of belonging have improved learning and wellness. Fostering a culture of inclusion\, c ollaboration\, and open communication among faculty\, staff\, and students can enhance student satisfaction and trust in their faculty\, thereby mak ing them more open to accepting recommendations for revamping their academ ic study skills. Students with strong academic success strategies are more likely to perform well\, improving matriculation rates to graduate health care training programs.\n\nStudents may feel unprepared for the rigors of a post-bacc/graduate program in comparison to their undergraduate experien ces. Upon entering their graduate program\, many students discover that th e learning habits established during their undergraduate years are incompa tible with success in the compressed time frame of a rigorous post-bacc pr ogram. The objectives of this roundtable are to discuss how to manage stud ent 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 t heir pre-professional training program.\n\nMost undergraduate students bel ieve 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 underprepare d for the volume and level of content. Despite these feelings\, these stud ents are often resistant to recommendations for wholesale revision of thei r academic skills and strategies. Instead\, they tweak their current metho ds to improve their academic performance. The purpose of our roundtable is to brainstorm strategies to foster a culture of belonging and collaborati on that enhances the student receptiveness to academic skills content earl y in the program.\n\nYOJO: CREATING AN ONLINE ECOSYSTEM FOR LEARNERS\, MEN TORS\, ADMINISTRATORS\, AND RESEARCHERS\n_Amber Richardson - Center for Pa thway Programs at Duke\nCharles Muiruri - Center for Pathway Programs at D uke\nJulia Derk - Howard Hughes Medical Institute and the Collective for P sychiatric Neuroengineering\nDouglass Coleman - BOOST Program at Duke Univ ersity School of Medicine\nAmanda McMillan - Duke Clinical and Translation al Sciences Institute\nMelanie Perez-Romero - BOOST Program at Duke Univer sity School of Medicine​​​​​​​\n​​​​​​​Location: Session Room 5\, Table D_ \n\nThe Center for Pathway Programs facilitates academic and career develo pment opportunities for students\, trainees\, and faculty by promoting per sistence in pathway programs. We define pathway programs as any program de signed to prepare someone for the next step in their academic or career jo urney. The Center aligns the efforts of various pathway programs to create an ecosystem in which participants easily identify and seamlessly transit ion between opportunities that advance their learning. At its core\, The C enter supports pathway programs so that together\, we reduce barriers to a ccess—and mitigate the impact of societal inequities—for underrepresented minority and disadvantaged students.\n\nThe Center created “YoJo: Your Jou rney\,” a one-stop shop for pathway learners and administrators in respons e to the needs of our stakeholders\, including ASPBP. Learners use YoJo to identify and apply for programs\, and upon completion\, YoJo recommends a dditional opportunities that advance learners to their next stage. Learner s use YoJo to chart paths as early and far out as desired. Program adminis trators use YoJo to attract learners\, track progress\, and evaluate the e fficacy of programs. YoJo’s data help administrators\, The Center\, and th e larger pathway ecosystem understand where learners need the most support and which interventions are most effective.\n\nAt 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 collec tive resources. Our workshop included a SWOT analysis that gauged stakehol der willingness to replace siloed program operations with an ecosystemic a pproach. Attendees emphatically articulated that a) pathway programs are o ften underresourced and need help establishing and systematizing core func tions like recruitment\, candidate selection\, participant tracking\, and program evaluation\, and b) programs welcome this kind of support and coor dination. In short\, program admins want relief from administrative burden s that divert from program innovation and enhancement.\n\nYOJO offers a ta ngible solution to inefficiencies administrators encounter when running pa thway programs and the obstacles learners face in accessing pathways to ad vancement. The Center’s implementation of stakeholder-led\, ecosystemic ap proaches to supporting pathway programs yields community-minded methodolog ies\, holistic considerations for learner support and program evaluation\, and a powerful tool that combines it all. We’re eager to discuss:\n-reduc tion of administrative burden inherent in managing resource-intensive prog ram operations\n-amplified workforce development potential via efficient s ystems and intentional community engagement\n-integration of cascading men toring and mentorship development\n-innovative evaluation measures centeri ng STEM identity and belonging as key indicators of success\n\nTo address the dearth of research on the effectiveness of pathway programs\, The Cent er is coordinating pathway efforts primarily through YOJO as a tangible to ol for pathway persistence and program support. As more programs adopt YOJ O\, our stakeholder network will have access to more data demonstrating th e effect of interventions aimed at increasing pathway persistence. Further more\, recognizing that holistic support—including that of families and me ntors—is critical for persistence\, we’re focusing on facilitating these r elationships within and beyond YOJO\, and seek to contribute to conversati ons and research on this topic\, especially as related to pathway success for URMs. TRIGGER:-PT15M END:VALARM END:VEVENT END:VCALENDAR