Evidence-based learning modules and culturally responsive mentoring to engage underserved undergraduate students

Abstract

Abstract The number of underrepresented minorities in the biomedical workforce has quadrupled over the past three decades, yet doctoral-level minority scientists still make up less than 5% of the total workforce. Thus, it is imperative to implement strategies to maintain the degree and diversity of scientific research and education expertise in biomedical disciplines. In this study, we develop, deploy, and assess the effectiveness of immunology learning by integrating evidence-based learning (EBL) modules to engage and motivate underserved students. Additionally, we provided robust culturally responsive mentoring to engage students in immunology education and research. Our initial finding demonstrates that EBL modules enhanced the collaborative learning and research activities and broadened their understanding of immunological problems. Therefore, our study suggests that a) implementing EBL modules in the immunology curriculum and b) engaging students through in-person mentoring during classroom engagement, attract and sustain underrepresented minority students to the immunology courses, improve undergraduate research training, and enhance educational appetite in biomedical disciplines. Supported by grants from NIH UO1GM132769 and NSF 1912322.