An Advocacy Leadership Training in Neurology for High School Students: A Pilot Study (P11-2.003)

Abstract

<h3>Objective:</h3> To pilot a program where students can learn about common disabling neurologic conditions and gain leadership and teaching skills. In this program, students will spread awareness about these conditions and advocate for important public health issues. <h3>Background:</h3> There is insufficient awareness about common and disabling neurologic conditions in the general population. Increasing awareness of these conditions is critical in increasing self-efficacy as well as highlighting their importance amongst lawmakers and politicians. High school students may be valuable champions willing to share this knowledge. With support, encouragement, and mentorship, they may gain interest in the field of neurology while also gaining the leadership and media skills necessary to pursue their own advocacy interests. <h3>Design/Methods:</h3> Modeling after the American Academy of Neurology’s widely successful Palatucci Advocacy Leadership Forum, we expanded the already established Headache and Arts program to include a <i>Public Health Ambassador Program.</i> We partnered with established New York State Science Technology Engineering Programs (STEPs) serving underrepresented students. This program involved three assignments to teach important advocacy skills and disseminate information regarding migraine and concussion. Additionally, we developed a Likert scale to better understand if the program inspires students to pursue careers in Science, Technology, Engineering, and Mathematics (STEM). This questionnaire was provided to students before and after the program. <h3>Results:</h3> There were 38 student participants in the research program with 12 from in-person courses and 26 from virtual courses. Students incorporated the migraine and concussion information learned in class into three advocacy-related projects: a knowledge transfer assignment, a letter to the editor, and an elevator pitch. Students also created artwork integrating STEAM knowledge learned throughout the program. <h3>Conclusions:</h3> A program that provides students with tools to spread awareness of neurologic conditions may be an effective way to expand the impact of the program as well as incite interest in advocacy amongst high school students. <b>Disclosure:</b> Tyler Gumpel has nothing to disclose. Ms. Boubour has received research support from The Fulbright Program. Dr. Minen has received personal compensation in the range of $500-$4,999 for serving as an Editor, Associate Editor, or Editorial Advisory Board Member for Pain Medicine Journal. The institution of Dr. Minen has received research support from NIH. Dr. Minen has received intellectual property interests from a discovery or technology relating to health care. Dr. Minen has received personal compensation in the range of $500-$4,999 for serving as a First Contact-Primary Care Advisory Board Member with American Headache Society . Dr. Minen has received personal compensation in the range of $500-$4,999 for serving as a Consultant for PCORI grant on migraine evidence based map for stakeholders with ECRI .