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Rapid Adaptation and Remote Delivery of Undergraduate Research Training during the COVID-19 Pandemic

Author

Listed:
  • Joanna Yang Yowler

    (Department of Research, Mayo Clinic, Jacksonville, FL 32224, USA
    contributed equally.)

  • Kit Knier

    (Mayo Clinic Graduate School of Biomedical Sciences, Mayo Clinic, Rochester, MN 55905, USA
    Mayo Clinic Medical Scientist Training Program, Mayo Clinic, Rochester, MN 55905, USA
    contributed equally.)

  • Zachary WareJoncas

    (Department of Biochemistry and Molecular Biology, Mayo Clinic, Rochester, MN 55905, USA
    contributed equally.)

  • Shawna L. Ehlers

    (Mayo Clinic Graduate School of Biomedical Sciences, Mayo Clinic, Rochester, MN 55905, USA
    Department of Psychiatry and Psychology, Mayo Clinic, Rochester, MN 55905, USA)

  • Stephen C. Ekker

    (Mayo Clinic Graduate School of Biomedical Sciences, Mayo Clinic, Rochester, MN 55905, USA
    Department of Biochemistry and Molecular Biology, Mayo Clinic, Rochester, MN 55905, USA)

  • Fabiola Guasp Reyes

    (Medical Sciences Campus, University of Puerto Rico School of Medicine, San Juan, PR 00936, USA)

  • Bruce F. Horazdovsky

    (Mayo Clinic Graduate School of Biomedical Sciences, Mayo Clinic, Rochester, MN 55905, USA
    Department of Biochemistry and Molecular Biology, Mayo Clinic, Rochester, MN 55905, USA)

  • Glenda Mueller

    (Mayo Clinic Graduate School of Biomedical Sciences, Mayo Clinic, Rochester, MN 55905, USA)

  • Adriana Morales Gomez

    (Mayo Clinic Graduate School of Biomedical Sciences, Mayo Clinic, Rochester, MN 55905, USA)

  • Amit Sood

    (Global Center for Resiliency and Wellbeing, Rochester, MN 55905, USA)

  • Caroline R. Sussman

    (Mayo Clinic Graduate School of Biomedical Sciences, Mayo Clinic, Rochester, MN 55905, USA
    Department of Nephrology and Hypertension, Mayo Clinic, Rochester, MN 55905, USA)

  • Linda M. Scholl

    (Mayo Clinic Graduate School of Biomedical Sciences, Mayo Clinic, Rochester, MN 55905, USA
    Office of Applied Scholarship and Education Science, Mayo Clinic College of Medicine, Mayo Clinic, Rochester, MN 55905, USA)

  • Karen M. Weavers

    (Mayo Clinic Graduate School of Biomedical Sciences, Mayo Clinic, Rochester, MN 55905, USA
    Office of Applied Scholarship and Education Science, Mayo Clinic College of Medicine, Mayo Clinic, Rochester, MN 55905, USA)

  • Chris Pierret

    (Mayo Clinic Graduate School of Biomedical Sciences, Mayo Clinic, Rochester, MN 55905, USA
    Department of Biochemistry and Molecular Biology, Mayo Clinic, Rochester, MN 55905, USA)

Abstract

When COVID-19 caused worldwide cancellations of summer research immersion programs in 2020, Mayo Clinic rallied to create an alternate virtual experience called Summer Foundations in Research (SFIR). SFIR was designed not only to ensure the continuance of science pathways training for undergraduate scientists but also to support undergraduate mental wellbeing, given the known pandemic stressors. A total of 170 participants took part in the program and were surveyed pre-post for outcomes in biomedical research career knowledge, biomedical research career interest, research skills confidence, and three dimensions of mental wellbeing. Knowledge of and interest in careers involving biomedical research rose significantly following participation in SFIR. The participants’ mean research skills confidence also rose between 0.08 and 1.32 points on a 7-point scale across 12 items from the Clinical Research Appraisal Inventory. Success in science pathways support was accompanied by positive shifts in participant mental wellbeing. Measurable decreases in stress (Perceived Stress Scale, p < 0.0001) accompanied gains in resilience (Brief Resilience Scale, p < 0.0001) and life satisfaction (Satisfaction with Life Scale, p = 0.0005). Collectively, the data suggest that core objectives of traditional in-person summer research programming can be accomplished virtually and that these programs can simultaneously impact student wellbeing. This theoretical framework is particularly salient during COVID-19, but the increased accessibility of virtual programs such as SFIR can continue to bolster science education pathways long after the pandemic is gone.

Suggested Citation

  • Joanna Yang Yowler & Kit Knier & Zachary WareJoncas & Shawna L. Ehlers & Stephen C. Ekker & Fabiola Guasp Reyes & Bruce F. Horazdovsky & Glenda Mueller & Adriana Morales Gomez & Amit Sood & Caroline R, 2021. "Rapid Adaptation and Remote Delivery of Undergraduate Research Training during the COVID-19 Pandemic," Sustainability, MDPI, vol. 13(11), pages 1-10, May.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:11:p:6133-:d:565123
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    References listed on IDEAS

    as
    1. repec:pal:palcom:v:2016:y:2016:i:palcomms20165:p:16005- is not listed on IDEAS
    2. Joanna Yang & Thomas J LaBounty & Stephen C Ekker & Chris Pierret, 2016. "Students being and becoming scientists: measured success in a novel science education partnership," Palgrave Communications, Palgrave Macmillan, vol. 2(1), pages 1-9, December.
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    Cited by:

    1. Sara E. Grineski & Danielle X. Morales & Timothy W. Collins & Shawna Nadybal & Shaylynn Trego, 2022. "A US National Study of Barriers to Science Training Experienced by Undergraduate Students during COVID-19," IJERPH, MDPI, vol. 19(11), pages 1-19, May.

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