Journal of STEM outreach最新文献

MYHealth Impact Projects: A Mixed Methods Evaluation of an Online Research Training Program for Adolescents. MYHealth影响项目：青少年在线研究培训计划的混合方法评估。

Journal of STEM outreach Pub Date : 2026-06-01 Epub Date: 2026-06-30 DOI: 10.15695/jstem/v9i1.02

Juniar Lucien, Samantha A Chuisano, Hasan Khan, Rafee Mirza, Arul Rajeswaran, Beatrice Palazzolo, Shanna Stryker, Lisa M Vaughn, Tammy Chang, Melissa DeJonckheere

{"title":"MYHealth Impact Projects: A Mixed Methods Evaluation of an Online Research Training Program for Adolescents.","authors":"Juniar Lucien, Samantha A Chuisano, Hasan Khan, Rafee Mirza, Arul Rajeswaran, Beatrice Palazzolo, Shanna Stryker, Lisa M Vaughn, Tammy Chang, Melissa DeJonckheere","doi":"10.15695/jstem/v9i1.02","DOIUrl":"10.15695/jstem/v9i1.02","url":null,"abstract":"Biomedical research is essential to healthcare and medicine. However, challenges in training and decreasing persistence among trainees have contributed to the U.S. ongoing healthcare crisis. MYHealth Impact Projects is a 9-month online research training program for adolescents where twenty-two participants used a nationwide text message poll to complete a team-based adolescent health research project. We conducted a mixed methods evaluation to assess engagement and changes in participants' researcher identity and self-efficacy, science motivation, and science literacy, including: 1) pre-, mid- and post-surveys, 2) program participation, and 3) semi-structured interviews. We used Kruskal-Wallis rank tests to compare changes over time. We conducted inductive thematic analysis on qualitative data and integrated final themes with the quantitative results for mixed methods inferences. Participants completed an average of 17.8 hours in bi-weekly sessions (28.75 hours max). There were statistically significant increases in researcher identity and science literacy. Salient themes included: 1) dispelling preconceived notions of being a researcher, 2) building research literacy through hands-on experience, 3) developing self-efficacy through an environment that supports autonomy, and 4) emerging interest in research careers through near-future goals. These findings emphasize the importance of hands-on and authentic learning in research training.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13543779/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148898554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning Outcomes of a Community-Based Science Curriculum to Engage Youth from Title I Schools in Cancer Medicine, Biology, and Prevention Concepts. 以社区为基础的科学课程在癌症医学、生物学和预防概念方面吸引青少年的学习成果。

Journal of STEM outreach Pub Date : 2026-01-01 Epub Date: 2026-08-14 DOI: 10.15695/jstem/v9i1.11

Ethan N Eisenstein, Marcelo M Sleiman, Muriel R Statman, Rebecca B Riggins, Jackie Eyl, Dorothy Jones-Davis, Liza Manfred, Dia Stone, Catherine J Scharon, Mary Rose Yockel, Chiranjeev Dash, Laurel Harrington, Kenneth P Tercyak

{"title":"Learning Outcomes of a Community-Based Science Curriculum to Engage Youth from Title I Schools in Cancer Medicine, Biology, and Prevention Concepts.","authors":"Ethan N Eisenstein, Marcelo M Sleiman, Muriel R Statman, Rebecca B Riggins, Jackie Eyl, Dorothy Jones-Davis, Liza Manfred, Dia Stone, Catherine J Scharon, Mary Rose Yockel, Chiranjeev Dash, Laurel Harrington, Kenneth P Tercyak","doi":"10.15695/jstem/v9i1.11","DOIUrl":"10.15695/jstem/v9i1.11","url":null,"abstract":"The Young Scholars Program (YSP; a maker learning opportunity) aims to widen the pipeline of youth attending Title I schools interested in STEM careers by engaging them in cancer medicine, biology, and prevention content through hands-on, maker learning experiences. We report on learning outcomes of a YSP cohort (N = 441; 49% female, 81% African American/Latine) of 3rd-5th graders participating in the curriculum. Data were examined in aggregate and across grade levels. On the program's evaluation survey, knowledge was high for cancer prevention (90% overall; 98% Grade 5 vs. 83% Grade 3: χ2 = 16, p < 0.01), cell biology (81% overall; 91% Grade 5 vs. 77% Grade 3: χ2 = 8.1, p < 0.01), and immune response (97% overall). Identification with STEM careers was also high: 99% for science and 97% for engineering. Further, 91% endorsed beliefs associated with inventive learning, 85% with STEM interest, and 92% with belonging in STEM (r = .26, p < 0.01). In a grade- and knowledge-adjusted regression model of the inventive learning outcome, both STEM interest (ß = 0.25, SE = 0.13, t = 3.91, p < 0.001) and feelings of belonging in STEM (ß = 0.30, SE = 0.09, t = 4.79, p < 0.001) were significant contributors. Elementary students appear to have benefited from the YSP's curriculum, which may broaden the STEM and medical workforces over time.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2026-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13528613/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148867933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Disease Ecology Camp: A Model for Engaging Undergraduates in Outreach with Underserved Youth. 疾病生态营：大学生参与服务不足青少年的模式。

Journal of STEM outreach Pub Date : 2025-01-01 Epub Date: 2025-02-12

Hilarie Davis, Bradford Davey, Jamie Cornish, Nora Smith, Tugba Boz, Rebekah Hammack

{"title":"Disease Ecology Camp: A Model for Engaging Undergraduates in Outreach with Underserved Youth.","authors":"Hilarie Davis, Bradford Davey, Jamie Cornish, Nora Smith, Tugba Boz, Rebekah Hammack","doi":"","DOIUrl":"","url":null,"abstract":"Disease ecology classes were conducted at two residential middle school summer camps held at a university-a camp for local youth who paid tuition and a free camp for youth from statewide underserved communities including Native, low-income, and rural. Disease ecology is defined as the ecological study of host-pathogen interactions within the context of their environment and evolution. The classes were created by a grant-funded program for disease ecology designed to increase middle school youths' interest, confidence, and identity in STEM, and their understanding of disease ecology. Undergraduate researchers were recruited to develop and teach lessons in disease ecology. This paper outlines the project's elements, effects on undergraduate students and middle school youth, and lessons learned. This study has three key findings: 1) Undergraduate participants increased their confidence and interest in science outreach and their understanding of disease ecology, 2) STEM identity increased in both underserved middle school youth and a comparison youth group, 3) Both underserved and comparison group middle school youth increased their understanding of disease ecology, Native culture, traditional knowledge about food, how to be healthy where they live, and how science can help their communities.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12017780/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144043294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

BioBridge Prepares Students to Successfully Bridge into High School Biology Through Cancer Research Education. 生物桥通过癌症研究教育帮助学生顺利进入高中生物学。

Journal of STEM outreach Pub Date : 2025-01-01 DOI: 10.15695/jstem/v8i1.01

Michelle S Johnson, Kathy C Haynie, Lalita A Shevde, J Michael Wyss

{"title":"BioBridge Prepares Students to Successfully Bridge into High School Biology Through Cancer Research Education.","authors":"Michelle S Johnson, Kathy C Haynie, Lalita A Shevde, J Michael Wyss","doi":"10.15695/jstem/v8i1.01","DOIUrl":"10.15695/jstem/v8i1.01","url":null,"abstract":"A lack of academic and social readiness limits the successful transition to high school and college for many students from populations historically underrepresented in Science, Technology, Engineering, and Math (STEM) and historically underrepresented groups in biomedical careers (HUG). Also, many families from underrepresented groups share little family health information, leading to suboptimal early health awareness, testing, and treatment. BioBridge is a 5-day summer learning program offering interactive experiences to facilitate successful transition into high school biology and to introduce students to cancer biology and biomedical careers. It also helps students gain important insights and skills and be effective communicators who can encourage discussions about cancer biology and family health history, potentially increasing early detection and treatment of cancer and decreasing its adverse effects. Over the past three summers, 97 students have participated in BioBridge and significantly increased their knowledge of biology, cancer, and cancer-related careers. They have also begun to understand the connections between science and social and ethical issues. Participants used a video platform to create discussions about cancer biology, which they then shared with their families. They found that BioBridge boosted their willingness and confidence to discuss cancer and, subsequently, other health topics with their families.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC12442933/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"145088374","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

NeuroLab 2.0: An Alternative Storyline Design Approach for Translating a Research-Based Summer Experience into an Advanced STEM+M Curriculum Unit that Supports Three-Dimensional Teaching and Learning in the Classroom. 神经实验室 2.0：将基于研究的暑期体验转化为支持课堂三维教学的 STEM+M 高级课程单元的另一种故事情节设计方法。

Journal of STEM outreach Pub Date : 2024-03-01 Epub Date: 2024-03-06 DOI: 10.15695/jstem/v7i1.03

Linda Santschi, Kristin M Bass, Ralph Imondi

{"title":"NeuroLab 2.0: An Alternative Storyline Design Approach for Translating a Research-Based Summer Experience into an Advanced STEM+M Curriculum Unit that Supports Three-Dimensional Teaching and Learning in the Classroom.","authors":"Linda Santschi, Kristin M Bass, Ralph Imondi","doi":"10.15695/jstem/v7i1.03","DOIUrl":"10.15695/jstem/v7i1.03","url":null,"abstract":"In this case study, we describe an alternative storyline design approach that we adopted to translate an informal, out-of-school summer science experience with a strong emphasis on developmental neuroscience and data literacy into a more inclusive, replicable, and scalable experience for formal high school science instruction. Combining elements of problem- and project-based learning, a storyline is a curriculum model that engages students in the application of investigative science and engineering practices to incrementally build conceptual models that explain an observable (anchoring) phenomenon. Published reports on the storyline design process describe procedures and tools that are well suited to the creation of novel instructional units. However, these design methods are difficult to apply to projects aimed at translating pre-existing science experiences and resources into classroom storyline units. In this descriptive case study, we discuss a series of alternative design procedures that we utilized to achieve this adaptation. Our overarching project goal was to create the resources necessary to engage high school students in the construction of a multidimensional explanatory model for an unusual movement disorder that assimilates converging lines of behavioral, neuroanatomical, neurophysiological, molecular genetic, developmental, and cellular data. The methods described in this case study establish a design template for other biomedical scientists who are interested in adopting a storyline approach to bring aspects of their work or educational projects into science classrooms and into closer alignment with a new vision for science teaching and learning articulated in the National Research Council's A Framework for K-12 Science Education and the Next Generation Science Standards.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11149925/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141249135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development and Evaluation of Integrated Diabetes Curricula for Teaching Gene by Environment Concepts to High School Health and Biology Students. 开发和评估糖尿病综合课程，向高中健康和生物专业学生传授环境基因概念。

Journal of STEM outreach Pub Date : 2024-03-01 Epub Date: 2024-03-19

Atom Lesiak, Joan C Griswold, Adam Moylan, Helene Starks

{"title":"Development and Evaluation of Integrated Diabetes Curricula for Teaching Gene by Environment Concepts to High School Health and Biology Students.","authors":"Atom Lesiak, Joan C Griswold, Adam Moylan, Helene Starks","doi":"","DOIUrl":"","url":null,"abstract":"The authors designed an integrated type 2 diabetes (T2D) curricula to model real-world complexity for high school biology and health students, highlighting interactions between genetic, biologic, environmental, and social factors, and modeling prevention and intervention activities. We evaluated the curriculum with two samples of students (888 historical comparison [no exposure] and 2,122 intervention students [received the T2D curricula]). Students completed pre-post assessments that were analyzed for knowledge gains and changes in self-efficacy to engage in healthy behaviors. Correct posttest answers in the intervention group increased by 24% versus 1% (biology) and 3% (health) of comparison students (p < .001); mean (sd) self-efficacy scores increased for biology [3.2 (25.2)] and health [1.5 (7.2), both p < .0001)]. COVID-19 prompted mandatory online teaching starting in March 2020 resulting in more health (65%) than biology students (47%, p < .001) doing the curriculum in virtual/hybrid classrooms, yet posttest knowledge gains were similar for these students learning in class or online (p = .47). Students' \"take-home\" messages mentioned the importance of prevention (64%), physiological mechanisms for developing T2D (54%), and environmental factors (17%). The curricula successfully delivered cross-disciplinary content without placing undue burden on teachers to create and sustain integrated learning systems.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10976998/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140320034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Assessing Psychometric Predictors of Academic and Life Success for High School Students in a STEM-based Program in Rural Alabama. 评估阿拉巴马州农村stem项目中学生学业和生活成功的心理测量预测因子。

Journal of STEM outreach Pub Date : 2024-03-01 Epub Date: 2024-03-29 DOI: 10.15695/jstem/v7i1.05

Robin Bartlett, Alan McKendall, Sherron Benson McKendall, Paige Johnson, Ann Chester

引用次数: 0

A Creative Communication Partnership to Promote Curricula Dissemination on Social Media. 在社交媒体上促进课程传播的创意交流伙伴关系。

Journal of STEM outreach Pub Date : 2024-02-01 Epub Date: 2024-02-21

Atom J Lesiak, Natasha Malik, Joan C Griswold

{"title":"A Creative Communication Partnership to Promote Curricula Dissemination on Social Media.","authors":"Atom J Lesiak, Natasha Malik, Joan C Griswold","doi":"","DOIUrl":"","url":null,"abstract":"Genome Sciences Education Outreach (GSEO) has developed innovative programs that bring leading-edge science to teachers and students in K-12 schools. Disseminating educational materials equitably and accessibly to teacher stakeholders to maximize reach and impact is challenging for many programs. Traditionally, programs connect materials with teachers through local networks, in-person professional development sessions, and at regional and national conference presentations. The need for curricular changes in 2020 spurred the proliferation of online and digital educational materials and professional development opportunities. These digital materials-now available to a worldwide audience-require a shift in dissemination strategy to enhance the potential reach of these materials both locally and nationally. This manuscript reports a case study of a dissemination approach, to create a collaboration between GSEO and CommLead (the communications master's program at the University of Washington) to promote education materials developed by the publicly-funded Genes, Environment and Me Network (GEMNet) program. This manuscript describes the development and the ad hoc implementation and evaluation of a social media campaign to expand the reach of the GEMNet curricula. With a targeted social media campaign on Facebook, GSEO was able to dramatically and affordably increase the reach of the GEMNet curricula and expand the potential impact and utilization of educational materials to a nationwide teacher audience, highlighting the potential for other similar collaborations to efficiently enhance the dissemination strategy of other education outreach programs.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10977048/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140320033","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Feasibility Study Describing the Successes and Challenges of Implementing a Virtual Community Health Worker Training Among High School Students Participating in a Summer STEM Enrichment Program. 描述在参加暑期科学、技术、工程和数学强化项目的高中生中开展虚拟社区卫生工作者培训的成功经验和挑战的可行性研究。

Journal of STEM outreach Pub Date : 2024-01-01 Epub Date: 2024-01-22 DOI: 10.15695/jstem/v7i1.01

Archana Bhavani Vasanth Kumar, Gia Grier McGinnis, Laundette Jones, Erin R Hager, Sequoia L Wright, Cara Felter, Greg Carey, Bret Hassel, Arletha W Livingston, Elizabeth A Parker

{"title":"A Feasibility Study Describing the Successes and Challenges of Implementing a Virtual Community Health Worker Training Among High School Students Participating in a Summer STEM Enrichment Program.","authors":"Archana Bhavani Vasanth Kumar, Gia Grier McGinnis, Laundette Jones, Erin R Hager, Sequoia L Wright, Cara Felter, Greg Carey, Bret Hassel, Arletha W Livingston, Elizabeth A Parker","doi":"10.15695/jstem/v7i1.01","DOIUrl":"10.15695/jstem/v7i1.01","url":null,"abstract":"University of Maryland, Baltimore CURE Connections (UMB CURE) connects West Baltimore high school students with STEM enrichment including hands-on research and community outreach. This study's purpose was to describe successes and challenges of implementing the virtual Community Health Worker curriculum during the summer programming for UMB CURE high school scholars. This certificate-based program was designed to teach students about the community health field while providing training that demonstrates competence as a community health worker. The training was implemented over two summer sessions (2020 and 2021). Scholars completed a survey to assess program satisfaction. A subset of scholars completed qualitative interviews that focused on scholars' summer program experience and recommendations for program improvement. Engagement metrics (scholar participation, retention) were compiled. Overall themes from qualitative interviews included (1) overall summer program experience, (2) about the Morehouse curriculum, (3) advice for future scholars, (4) in-person versus virtual summer program, and (5) recommendations for the program. While the program was generally well-received, scholars required more instruction and guidance than anticipated. Many found the required assignments challenging to navigate, citing virtual instruction as a reason. Scholars also requested more hands-on synchronous STEM-focused activities. These data will be used to modify future programming to engage scholars in out-of-school-time STEM initiatives.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11426545/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142333908","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Promoting Diversity in the Biomedical Sciences with the Teen Science Ambassador Program. 通过青少年科学大使计划促进生物医学科学的多样性。

Journal of STEM outreach Pub Date : 2024-01-01 Epub Date: 2024-04-17 DOI: 10.15695/jstem/v7i1.07

Samantha M Margherio, Ren Rountree, Jennifer Crooks-Monastra, Bradley F Brazell, Rodrick Bellamy, Lindsay M Squeglia

{"title":"Promoting Diversity in the Biomedical Sciences with the Teen Science Ambassador Program.","authors":"Samantha M Margherio, Ren Rountree, Jennifer Crooks-Monastra, Bradley F Brazell, Rodrick Bellamy, Lindsay M Squeglia","doi":"10.15695/jstem/v7i1.07","DOIUrl":"10.15695/jstem/v7i1.07","url":null,"abstract":"Mental health and substance use fields suffer from underrepresentation of racially and ethnically minoritized, first-generation college student, and female members. The homogeny of the current workforce can impede scientific productivity, creativity, and problem-solving in addressing health-related issues. Our team developed the Teen Science Ambassador Program (TSAP) to provide underrepresented minoritized (URM) high school students with science-focused education, research opportunities, and mentoring within their community. The goals of the current study were to describe the logic model and structure of TSAP, provide access to a resource bank to facilitate replication across communities, and present preliminary mixed-methods outcome data to guide development of the program. Qualitative and quantitative results from our first two cohorts (N = 18; 89% girls; 72% Black or African American; 22% Hispanic or Latino; 40% of parents did not have a college degree) indicated TSAP contributed to sustained interest, increased confidence, and enhanced sense of belonging in science-related fields, especially those pertaining to mental health and substance use. These findings highlight the program's promise to facilitate entry and sustainment of URM and female youth within the biomedical sciences. Given the urgent need to promote diversity in the mental health and biomedical workforce, we provide readers with a resource bank to facilitate replication across communities.","PeriodicalId":73956,"journal":{"name":"Journal of STEM outreach","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11147314/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141238933","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0