A National Model-Mentoring Underrepresented Undergraduate Students in Neurological Surgery Translational Research Laboratories

Abstract

Diversity in medicine is needed if we hope to reflect U.S. population demographics and to advance clinical and research fields by adding new insights to existing paradigms. In a 2019 survey of active physicians, 56.2% identified as White, 17.1% as Asian, 5.8% as Hispanic, 5.0% as Black or African American, and 13.7% as unknown. Proper mentorship can play a crucial role in recruiting/educating under-represented students and nurturing their passions for medicine and research. The Neurological Surgery Summer Student Program was established in 2008 with private funds and received NIH R25 support in 2016. Each year the program receives hundreds of applications nationally and hosts 12 students in translational neuroscience research laboratories. Inclusion is a program goal and, since 2016, 56% of admissions have been from underrepresented groups and 75% have been women. Students are paid stipends and provided housing, through the NIH R-25 grant mechanism, to ensure they can prioritize their summer experience. Students are placed in funded laboratories with experienced mentors and immersed in a real-world experience of medicine and clinical translational research through OR and hospital shadowing. The students participate in Neurological Surgery Grand Rounds, Resident Education sessions, and weekly faculty presentations designed for this group. Among nine research laboratories available, the skull base tumor research laboratory where the lead author was placed is led by an MD, PhD Professor, an active skull base surgeon. The laboratory has taken one to two students per year since 2016. To start their 8-week journey, students are introduced to the laboratory manager who reviews laboratory procedures and safety protocols and then brainstorms on potential research projects focusing on skull base tumors. Students conduct literature reviews and adopt an ongoing hypothesis driven research project thereby learning to navigate the world of scientific inquiry. The laboratory PI sets weekly meetings with students to discuss their future goals, journey, research projects, and answer questions throughout the summer. Students learn the reciprocal nature of bench to bedside translational research concept through immersion experimental techniques and how the results are further informed by clinical data. They see collaborative research done in practice by networking with other researchers and, most importantly, learn to pursue scientific inquiry based on clinical observations. Students present their project findings at a graduation ceremony attended by mentors, friends, and family to highlight their summer research, and learn scientific presentation skills. These are life-changing aspirational and inspirational science experiences. Prior to this program, I decided not to pursue a career in medicine because it did not seem attainable, and I lacked mentorship. However, at the end of the program and specifically through focused mentorship, this journey to a medical/scientific career now seems possible. Many program alumni can attest to this transformative experience, as 90% of NIH-sponsored students who have graduated have been admitted to MD, PhD, RN, or MA level graduate programs or are employed in research and/or clinically related positions. This program combining laboratory experience with clinical exposures and direct mentorship is a useful model for other schools to emulate.