Community-based initiative: Engaging youth in medical education

Abstract

In 2022, we launched a ground-breaking Mini Medical School Program tailored for fourth and fifth graders in North Chicago, Illinois. This initiative aimed to tackle the issue of underrepresentation of historically marginalised groups in medicine, particularly among Black and Latinx students, and address health disparities. Data from the AAMC website reveal alarming statistics, with only 6.3% of active physicians being Latino/Latina and a mere 5.2% being Black or African American.¹

The primary objective of our programme was to ignite interest and provide exposure to the medical field at a young age to underrepresented populations. We achieved this through an engaging and age-appropriate curriculum designed to introduce students to medicine in a fun and interactive manner, thus fostering a supportive learning environment. By offering initiatives like ours, we aspire to contribute to an increase in the representation of underrepresented groups in medicine.

To fulfil its primary objective, Mini-Medical School (MMS) adopted a community-based approach by partnering with the programme's MMS Student Executive Board, North Chicago Community Partners (NCCP), and received funding from the Creating Pathways and Access for Student Success (CPASS) Foundation. Through this collaboration, an age-appropriate curriculum was delivered virtually to 25 fourth- and fifth-grade students from AJ Katzenmaier Academy. The MMS Student Executive Board is composed of first- and second-year Underrepresented Minorities in Medicine students from Chicago Medical School.

Throughout the programme, students participated in an opening White Coat Ceremony and received instruction on topics including the cardiovascular system, gastrointestinal system, and neurology/mental health, culminating in a graduation ceremony. Additionally, monthly Zoom calls were organised between the Student Executive Board and students' parents to provide guidance on facilitating continued learning at home.

The 2 hour classes followed a structured format: a pretest to assess student baselines, a lecture and smaller breakout sessions led by medical student volunteers serving as teaching assistants (TAs). These interactive sessions reinforced lecture concepts. At the conclusion of each lesson, a post-test was administered, and students shared their favourite part of the day and discussed topics they found interesting.

Numerous valuable insights were gleaned from the MMS experience, informing our approach for future programme iterations. Notably, among the participating 4th-grade students, there was a preference for the Neurology/Mental Health component of the curriculum, as well as a strong affinity for cardiopulmonary resuscitation (CPR) as their favourite activity during the course.

Furthermore, as part of the feedback collection process, an end-of-year focus group study was conducted, in which the MMS students were interviewed regarding their preferred topics and career aspirations. Many students expressed interest in pursuing nursing or medical school. Additionally, parents were interviewed, revealing a common theme: a desire for guidance on pathways to medical school for their children.

In conclusion, early interventions paired with interactive activities hold significant promise for engaging underrepresented and historically marginalised groups in pursuing careers in medicine. These strategies, if emphasised, can help bridge gaps in access and diversity within the medical field, ultimately benefiting both the profession and the communities it serves.

Juan Medina-Echeverria: Writer, editor and member of Mini Medical School Executive Board. Daniel Sanchez: Writer, editor, and member of Mini Medical School Executive Board.

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Ethical considerations for this study were thoroughly considered by the authors, and no formal approval process was required.