Number
217
Name
Building Capacity in Aging Research: Medical Students' Perspectives on an Immersive Summer Experience
Date & Time
Monday, June 8, 2026, 6:00 PM - 7:30 PM
Location Name
Oglethorpe Ballroom
Speakers
Authors
Taylor Coleman, Augusta University
Anika Mork, Augusta University
Wendy Bollag, Augusta University
Carlos Isales, Augusta University
Lara Stepleman, Augusta University
Presentation Topic(s)
Curriculum
Description
Purpose: As the American population ages, a growing need exists for
diverse physicians to care for the elderly and diseases related to aging. The
NIH-funded Program for Aging Research in the Summer (PARIS) provides medical
students the opportunity to learn research methods and participate in aging
research, and to observe clinical geriatricians to promote a sustained
interest in this field of medicine and research.
Method: PARIS, an immersive summer program at an academic medical center in
the southeastern United States, leverages relationships from a pilot program
with medical students from Puerto Rico. Semi-structured interviews were
conducted at the end of each iteration (summers 2021-25) to understand
participants’ experiences and identify targets for program enhancement. We
used a thematic analysis inductive–deductive hybrid approach, where 2 coders
independently coded 13/34 interviews, then collaboratively created a codebook
after reaching thematic consensus, which was later applied to remaining
interviews.
Results: Two primary themes emerged from the analyses. The first,
Multidimensional Student Development, reflects areas of participant growth
with three subthemes: Research Confidence & Clarity, Aging Learning
Experiences, and Personal and Cultural Growth. The second primary theme,
Integrated Support Structures, reflects PARIS’ relational and structural
supports with two subthemes: Interpersonal Support Networks and Operational
Support. Within the Personal and Cultural Growth and Operational Support
subthemes, participants shared the cultural growth they experienced coming to
the continental US and related logistical challenges, including significant
language and communication barriers.
Discussion: Findings indicate that an immersive, well-structured summer
research program can meaningfully enhance diverse medical trainees’ skills,
knowledge, and experiences, broaden their engagement with geriatric medicine
and science, and foster early professional identity development. Future
iterations of PARIS should closely attend to supports that optimize the
experience for students from Puerto Rico, whose first language is Spanish,
with many having never traveled to the continental US prior.
diverse physicians to care for the elderly and diseases related to aging. The
NIH-funded Program for Aging Research in the Summer (PARIS) provides medical
students the opportunity to learn research methods and participate in aging
research, and to observe clinical geriatricians to promote a sustained
interest in this field of medicine and research.
Method: PARIS, an immersive summer program at an academic medical center in
the southeastern United States, leverages relationships from a pilot program
with medical students from Puerto Rico. Semi-structured interviews were
conducted at the end of each iteration (summers 2021-25) to understand
participants’ experiences and identify targets for program enhancement. We
used a thematic analysis inductive–deductive hybrid approach, where 2 coders
independently coded 13/34 interviews, then collaboratively created a codebook
after reaching thematic consensus, which was later applied to remaining
interviews.
Results: Two primary themes emerged from the analyses. The first,
Multidimensional Student Development, reflects areas of participant growth
with three subthemes: Research Confidence & Clarity, Aging Learning
Experiences, and Personal and Cultural Growth. The second primary theme,
Integrated Support Structures, reflects PARIS’ relational and structural
supports with two subthemes: Interpersonal Support Networks and Operational
Support. Within the Personal and Cultural Growth and Operational Support
subthemes, participants shared the cultural growth they experienced coming to
the continental US and related logistical challenges, including significant
language and communication barriers.
Discussion: Findings indicate that an immersive, well-structured summer
research program can meaningfully enhance diverse medical trainees’ skills,
knowledge, and experiences, broaden their engagement with geriatric medicine
and science, and foster early professional identity development. Future
iterations of PARIS should closely attend to supports that optimize the
experience for students from Puerto Rico, whose first language is Spanish,
with many having never traveled to the continental US prior.