Promoting careers in health care for urban youth: What students, parents and educators can teach us

Lynne M. Holden, Bernice Rumala, Patricia Carson, Elliot Siegel

Research output: Contribution to journalArticle

5 Citations (Scopus)

Abstract

There are many obstacles that urban youth experience in pursuing health careers, but the benefits of diversifying the classroom and workforce are clear. This is especially true today as educators and policymakers seek to enhance underrepresented minority students' access to health careers, and also achieve the health workforce needed to support the Affordable Care Act. The creation of student pipeline programs began more than 40 years ago, but success has been equivocal. In 2008, Mentoring in Medicine (MIM) conducted a research project to identify how students learn about health careers; develop strategies for an integrated, experiential learning program that encourages underrepresented minority students to pursue careers in health; and translate these into best practices for supporting students through their entire preparatory journey. Six focus groups were conducted with educators, students, and their parents. The inclusion of parents was unusual in studies of this kind. The outcome yielded important and surprising differences between student and parent knowledge, attitudes and beliefs. They informed our understanding of the factors that motivate and deter underrepresented minority students to pursue careers in health care. Specific programmatic strategies emerged that found their place in the subsequent development of new MIM programming that falls into the following three categories: community-based, school-based and Internet based. Best practices derived from these MIM programs are summarized and offered for consideration by other health career education program developers targeting underrepresented minority students, particularly those located in urban settings.

Original languageEnglish (US)
Pages (from-to)355-366
Number of pages12
JournalInformation Services and Use
Volume34
Issue number3-4
DOIs
StatePublished - 2014

Fingerprint

Health care
parents
career
educator
health care
Students
Health
student
health
mentoring
minority
Medicine
medicine
best practice
career education
research project
Pipelines
programming
Education
inclusion

Keywords

  • health careers
  • health workforce pipeline
  • information and computer technology
  • Mentoring in Medicine (MIM)
  • parental influence
  • STEM
  • underrepresented minority students
  • urban youth
  • youth development

ASJC Scopus subject areas

  • Information Systems
  • Computer Science Applications
  • Library and Information Sciences

Cite this

Promoting careers in health care for urban youth : What students, parents and educators can teach us. / Holden, Lynne M.; Rumala, Bernice; Carson, Patricia; Siegel, Elliot.

In: Information Services and Use, Vol. 34, No. 3-4, 2014, p. 355-366.

Research output: Contribution to journalArticle

Holden, Lynne M. ; Rumala, Bernice ; Carson, Patricia ; Siegel, Elliot. / Promoting careers in health care for urban youth : What students, parents and educators can teach us. In: Information Services and Use. 2014 ; Vol. 34, No. 3-4. pp. 355-366.
@article{63f71869993846c69d9ba8bf71f0c03f,
title = "Promoting careers in health care for urban youth: What students, parents and educators can teach us",
abstract = "There are many obstacles that urban youth experience in pursuing health careers, but the benefits of diversifying the classroom and workforce are clear. This is especially true today as educators and policymakers seek to enhance underrepresented minority students' access to health careers, and also achieve the health workforce needed to support the Affordable Care Act. The creation of student pipeline programs began more than 40 years ago, but success has been equivocal. In 2008, Mentoring in Medicine (MIM) conducted a research project to identify how students learn about health careers; develop strategies for an integrated, experiential learning program that encourages underrepresented minority students to pursue careers in health; and translate these into best practices for supporting students through their entire preparatory journey. Six focus groups were conducted with educators, students, and their parents. The inclusion of parents was unusual in studies of this kind. The outcome yielded important and surprising differences between student and parent knowledge, attitudes and beliefs. They informed our understanding of the factors that motivate and deter underrepresented minority students to pursue careers in health care. Specific programmatic strategies emerged that found their place in the subsequent development of new MIM programming that falls into the following three categories: community-based, school-based and Internet based. Best practices derived from these MIM programs are summarized and offered for consideration by other health career education program developers targeting underrepresented minority students, particularly those located in urban settings.",
keywords = "health careers, health workforce pipeline, information and computer technology, Mentoring in Medicine (MIM), parental influence, STEM, underrepresented minority students, urban youth, youth development",
author = "Holden, {Lynne M.} and Bernice Rumala and Patricia Carson and Elliot Siegel",
year = "2014",
doi = "10.3233/ISU-140761",
language = "English (US)",
volume = "34",
pages = "355--366",
journal = "Information Services and Use",
issn = "0167-5265",
publisher = "IOS Press",
number = "3-4",

}

TY - JOUR

T1 - Promoting careers in health care for urban youth

T2 - What students, parents and educators can teach us

AU - Holden, Lynne M.

AU - Rumala, Bernice

AU - Carson, Patricia

AU - Siegel, Elliot

PY - 2014

Y1 - 2014

N2 - There are many obstacles that urban youth experience in pursuing health careers, but the benefits of diversifying the classroom and workforce are clear. This is especially true today as educators and policymakers seek to enhance underrepresented minority students' access to health careers, and also achieve the health workforce needed to support the Affordable Care Act. The creation of student pipeline programs began more than 40 years ago, but success has been equivocal. In 2008, Mentoring in Medicine (MIM) conducted a research project to identify how students learn about health careers; develop strategies for an integrated, experiential learning program that encourages underrepresented minority students to pursue careers in health; and translate these into best practices for supporting students through their entire preparatory journey. Six focus groups were conducted with educators, students, and their parents. The inclusion of parents was unusual in studies of this kind. The outcome yielded important and surprising differences between student and parent knowledge, attitudes and beliefs. They informed our understanding of the factors that motivate and deter underrepresented minority students to pursue careers in health care. Specific programmatic strategies emerged that found their place in the subsequent development of new MIM programming that falls into the following three categories: community-based, school-based and Internet based. Best practices derived from these MIM programs are summarized and offered for consideration by other health career education program developers targeting underrepresented minority students, particularly those located in urban settings.

AB - There are many obstacles that urban youth experience in pursuing health careers, but the benefits of diversifying the classroom and workforce are clear. This is especially true today as educators and policymakers seek to enhance underrepresented minority students' access to health careers, and also achieve the health workforce needed to support the Affordable Care Act. The creation of student pipeline programs began more than 40 years ago, but success has been equivocal. In 2008, Mentoring in Medicine (MIM) conducted a research project to identify how students learn about health careers; develop strategies for an integrated, experiential learning program that encourages underrepresented minority students to pursue careers in health; and translate these into best practices for supporting students through their entire preparatory journey. Six focus groups were conducted with educators, students, and their parents. The inclusion of parents was unusual in studies of this kind. The outcome yielded important and surprising differences between student and parent knowledge, attitudes and beliefs. They informed our understanding of the factors that motivate and deter underrepresented minority students to pursue careers in health care. Specific programmatic strategies emerged that found their place in the subsequent development of new MIM programming that falls into the following three categories: community-based, school-based and Internet based. Best practices derived from these MIM programs are summarized and offered for consideration by other health career education program developers targeting underrepresented minority students, particularly those located in urban settings.

KW - health careers

KW - health workforce pipeline

KW - information and computer technology

KW - Mentoring in Medicine (MIM)

KW - parental influence

KW - STEM

KW - underrepresented minority students

KW - urban youth

KW - youth development

UR - http://www.scopus.com/inward/record.url?scp=84913540478&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84913540478&partnerID=8YFLogxK

U2 - 10.3233/ISU-140761

DO - 10.3233/ISU-140761

M3 - Article

AN - SCOPUS:84913540478

VL - 34

SP - 355

EP - 366

JO - Information Services and Use

JF - Information Services and Use

SN - 0167-5265

IS - 3-4

ER -