Inspiring Careers in STEM and Healthcare Fields through Medical Simulation Embedded in High School Science Education

Autor/inn/en	Berk, Louis J.; Muret-Wagstaff, Sharon L.; Goyal, Riya; Joyal, Julie A.; Gordon, James A.; Faux, Russell; Oriol, Nancy E.
Titel	Inspiring Careers in STEM and Healthcare Fields through Medical Simulation Embedded in High School Science Education
Quelle	In: Advances in Physiology Education, 38 (2014) 3, S.210-215 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
DOI	10.1152/advan.00143.2013
Schlagwörter	Physiology; High Schools; Science Education; STEM Education; Health Services; Simulation; Medical Services; Teaching Methods; Technology Uses in Education; College School Cooperation; Self Efficacy; Telephone Surveys; Program Effectiveness; Student Attitudes; Career Choice; Course Selection (Students); College Attendance; Medical Schools; Problem Solving; Vignettes; Experiential Learning; Massachusetts + Suchen Sie Ihr Suchwort? Physiologie; High school; Oberschule; Naturwissenschaftliche Bildung; STEM; Health service; Gesundheitsdienst; Gesundheitswesen; Simulation program; Simulationsprogramm; Arzt; Teaching method; Lehrmethode; Unterrichtsmethode; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Self-efficacy; Selbstwirksamkeit; Telephone interview; Telefoninterview; Schülerverhalten; Course selection; Student; Students; Kurswahl; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Medizinische Ausbildung; Problemlösen; Experiental learning; Erfahrungsorientiertes Lernen; Master-Studiengang
Abstract	The most effective ways to promote learning and inspire careers related to science, technology, engineering, and mathematics (STEM) remain elusive. To address this gap, we reviewed the literature and designed and implemented a high-fidelity, medical simulation-based Harvard Medical School MEDscience course, which was integrated into high school science classes through collaboration between medical school and K-12 faculty. The design was based largely on the literature on concepts and mechanisms of self-efficacy. A structured telephone survey was conducted with 30 program alumni from the inaugural school who were no longer in high school. Near-term effects, enduring effects, contextual considerations, and diffusion and dissemination were queried. Students reported high incoming attitudes toward STEM education and careers, and these attitudes showed before versus after gains (P < 0.05). Students in this modest sample overwhelmingly attributed elevated and enduring levels of impact on their interest and confidence in pursuing a science or healthcare-related career to the program. Additionally, 63% subsequently took additional science or health courses, 73% participated in a job or educational experience that was science related during high school, and 97% went on to college. Four of every five program graduates cited a health-related college major, and 83% offered their strongest recommendation of the program to others. Further study and evaluation of simulation-based experiences that capitalize on informal, naturalistic learning and promote self-efficacy are warranted. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: http://advan.physiology.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10