Workshop For Students Research Articles

Low-cost peer-taught virtual research workshops for medical students in Pakistan: a creative, scalable, and sustainable solution for student research

BackgroundPakistan has not been a major contributor to medical research, mainly because of the lack of learning opportunities to medical students. With the increase in online learning systems during COVID-19, research related skills can be taught to medical students via low-cost peer taught virtual research workshops.Aim of the StudyTo assess the effectiveness of a comprehensive low-cost peer-taught virtual research workshops amongst medical students in Pakistan.MethodsThis quasi-experimental study assessed the effectiveness of five virtual research workshops (RWs) in improving core research skills. RWs for medical students from across Pakistan were conducted over Zoom by medical students (peer-teachers) at the Aga Khan University, Pakistan, with minimal associated costs. The content of the workshops included types of research, ethical approval and research protocols, data collection and analysis, manuscript writing, and improving networking skills for research. Improvement was assessed via pre-and post-quizzes for each RW, self-efficacy scores across 16 domains, and feedback forms. Minimum criteria for completion of the RW series was attending at least 4/5 RWs and filling the post-RW series feedback form. A 6-month post-RW series follow-up survey was also emailed to the participants.ResultsFour hundred medical students from 36 (/117; 30.8%) different medical colleges in Pakistan were enrolled in the RWs. However, only 307/400 (76.75%) medical students met the minimum requirement for completion of the RW series. 56.4% of the participants belonged to the pre-clinical years while the rest were currently to clinical years. The cohort demonstrated significant improvement in pre-and post-quiz scores for all 5 RWs (p < 0.001) with the greatest improvement in Data Collection and Analysis (+ 34.65%), and in self-efficacy scores across all domains (p < 0.001). 166/307 (54.1%) participants responded to the 6 months post-RWs follow-up survey. Compared to pre-RWs, Research involvement increased from 40.4 to 62.8% (p < 0.001) while proportion of participants with peer-reviewed publications increased from 8.4 to 15.8% (p = 0.043).ConclusionVirtual RWs allow for a wide outreach while effectively improving research-related knowledge and skills, with minimal associated costs. In lower-middle-income countries, virtual RWs are a creative and cost-effective use of web-based technologies to facilitate medical students to contribute to the local and global healthcare research community.

Preface

The Proceeding contains papers based on invited keynote speeches and oral presentations at the International Conference on Digital & Empathic Architecture & Civil Engineering (DEACE 2021) and International Student Workshop. The event was organized by the Faculty of Civil Engineering & Planning, Petra Christian University (PCU), Surabaya, Indonesia on August 20th-21st, 2021 for the international conference and August 12th-21st, 2021 for the workshop as a series of events celebrating the 60th Anniversary of Petra Christian University.The event covered several topics: ‘Structural Engineering and Materials’, ‘Building Science and Technology’, ‘Construction Management’, and ‘Architecture and Urban Development’. DEACE presented a theme: “Digital and Empathic Engagement in the New Era for Architecture and Civil Engineering”. Digital engagement can revolutionize approach to design and engineering while supporting opportunities to accommodate the implementation of advanced technology. While empathic engagement reflects not only on effectively design and build infrastructure to meet safety and other regulatory requirements, but also understanding customer essential needs. DEACE aimed to gather researchers, scholars, and practitioners all over the world to share and exchange their knowledge and breakthrough in the fields of Architecture and Civil Engineering especially toward the new era.As the event was approaching and there was no sign of the Covid-19 pandemic slowing down earlier that year, it was decided not to postpone the event but to hold it virtually instead. The conference started with plenary sessions with four keynote speakers, and followed by parallel sessions in two rooms with four sessions. Each keynote speech took 45 minutes and 30 minutes for presentation and discussion, respectively. While speakers in parallel sessions were given 15 minutes and 5 minutes for presentation and discussion. The were 30 presenters out of 159 participants in total, consist of both academicians and professionals. They came from Indonesia as well as some other countries such as China, Taiwan, Germany, Japan and Australia. Zoom video conferencing application was used in the event which served the event very well.Editor of DEACE 2021, Dr. Antoni Antoni Dr. Pamuda Pudjisuryadi List of Welcome Speech, DEACE 2021 Scientific Committee, DEACE 2021 Conference and Workshop Coordinator and DEACE 2021 Documentation are available in this pdf.

You said, we did! Employer led work-simulated learning framework for enhancing ecology graduate employability

ABSTRACT This study aims to reduce the skills redundancy in ecology graduates by developing an employer-tailored work-simulated learning curriculum. Furthermore, we evaluate the overall potential of work-simulated learning (WSL) as a key pedagogic component of a work-integrated learning (WIL) framework. We employed the DACUM (Developing a Curriculum) approach that encompassed i) surveying ecology-facing employers and job descriptions, ii) creating a programme of WSL, iii) a comprehensive review (student questionnaire and Industrial Steering Group workshop). A two-tiered curriculum was created; 15-credit FHEQ-5 residential field course and a 20-credit work-simulated learning FHEQ-6 module. Simulations included Phase I Habitat mapping, protected species surveys, and Preliminary Ecological Appraisals. Students developed greater knowledge of employment opportunities, enhanced technical skills, and improved their CV and employability. The steering group substantiated and validated the WSL strategy, supporting the high relevance for enhancing graduate employability, while identifying curriculum gaps and areas for refinement. These outcomes highlight the wide-reaching benefits of practice-driven WSL opportunities as a key component of a wider WIL framework. HIE–employer interactions are also critical in ensuring content relevance; however, we recommend the faculty exercise pragmatism by employing suitable pedagogic strategies to ensure they conform to the constraints of HEI while satisfying employer needs.

The Effect of Teaching Patients’ Rights to Midwifery Students on Their Compliance with Patients’ Rights at Fatemieh Hospital, Hamadan, Iran

Background: Medical ethics has emphasized the necessity of respecting patients’ rights. Objectives: This study aimed to determine the effect of teaching patients’ rights to midwifery students on their compliance with patients’ rights in Fatemieh Maternity Hospital in Hamadan. Methods: This quasi-experimental study was performed on all of the midwifery students in the last academic year in 2018. Also, a sample population of 300 pregnant women who were hospitalized for normal vaginal delivery (150 cases in the control group and 150 in the intervention group) was included. A researcher-made checklist was used for assessing compliance with patients’ rights, which was completed for midwifery students before and after training. Also, pregnant women's satisfaction was assessed using a questionnaire. A workshop in two days was implemented for the midwifery students group about the patients' rights charter. Data were analyzed with SPSS 16 software. Results: There was no significant difference between the two groups of pregnant women in terms of education, age, gravida, and para (P &gt; 0.05). The mean score of the adequate services had a significant difference between the before and after training (P &lt; 0.01). The other dimension of patients’ rights was not statistically significant (P &gt; 0.05). There was a significant difference in pregnant women’s satisfaction in psychological domain (P &lt; 0.05). Conclusions: The patients’ rights charter workshop for midwifery students is recommended to improve awareness of them and patient satisfaction.

Unveiling and packaging: A model for presenting philosophy in schools

Abstract As a philosopher and a reflective practitioner of philosophy in schools, I explore two aspects of presentation which I call unveiling and packaging. Both aspects bear on the work of designing and facilitating philosophy workshops for school students. I describe unveiling philosophy as a practice of collaborative inquiry and dialogic argument: social processes that foster thinking skills and dispositions, an evaluativist epistemology, and a range of constructive norms. I then discuss packaging philosophical materials in ways that create effective stimuli for thinking. I encourage educators engaged in designing or curating stimuli to draw on the rich diversity of available media, to focus on the quality of both the philosophical content and its creative expression, and to ensure that the content connects with students’ life experiences. I propose five criteria for judging the likely effectiveness of a philosophical stimulus: that it activate emotion, induce perplexity, challenge intuitions, ignite controversy and elicit reasoned argument. I offer three detailed examples of high school philosophy workshops to illustrate the practical application of these criteria, and to illuminate fruitful possibilities for arranging stimuli, including using a Provocation-Complication sequence or arranging stimuli as elements in a more complex puzzle.

P092 Improving Postgraduate Psychology Students’ Sleep and Insomnia Knowledge with a Sleep Education Workshop

Abstract Introduction Trainee psychologists receive limited sleep and insomnia education during postgraduate study. This study examined the delivery of a sleep psychology training workshop for postgraduate psychology students and examined changes in sleep knowledge from pre- to post-workshop. Methods A 6-hour Sleep Psychology Workshop was delivered to postgraduate psychology students around Victoria. Online pre- and post-workshop questionnaires were used to evaluate changes in sleep psychology knowledge and collect feedback on the workshop. Results The participants were 187 students (82% female, M age = 32), most of whom were in their 5th year of psychology training (69%) and had not received any sleep education during their postgraduate studies at the date of the intervention (77%). Students’ sleep knowledge significantly improved after workshop completion (pre: 56% vs. post: 80% correct), t(107)= -21.41, p &amp;lt; .001. Students provided positive feedback about the workshop, with 96% rating the workshop as excellent/very good and 86% reporting that they would recommend the workshop to other postgraduate students. Overall, 94% of students agreed/strongly agreed that the sleep psychology workshop improved their confidence to manage sleep disturbances in their future psychology practice. Discussion Postgraduate psychology students require sleep and insomnia education. This study demonstrates that students’ sleep psychology knowledge can improve after a 6-hour sleep education and training workshop and provides initial positive feedback about the benefits of sleep and insomnia education for postgraduate students.

PENGEMBANGAN MODUL PELATIHAN PENGENALAN DASAR BAHASA PEMROGRAMAN JAVA DENGAN MODEL ARCS

&#x0D; 1048 / 5000&#x0D; &#x0D; &#x0D; Translation results&#x0D; &#x0D; &#x0D; The introduction of programming languages ​​to students is very rare. As a solution for the introduction of programming languages ​​for students is to hold training and workshops for students. The training module was developed by applying the ARCS (Attention, Relevance, Confidence and Satisfaction) model with the aim of increasing students' motivation to learn programming languages ​​further. The resulting module was applied to the training carried out for students of SMA Negeri 10 Jambi City. There were 30 participants, consisting of grade 10 and grade 11 students. Participants were mentored by 4 instructors who were also observers. The ARCS model can be used as a reference in developing Java programming training modules with the aim of motivating and enthusiastic students. The module has been used in basic java programming training at SMA 10 Jambi City, with observations (scale 100), for an average student attention of 91.25, participation 94, persistence 93.25, task completion 83.25, and activeness 93.5.&#x0D; &#x0D;

Asynchronous online mathematics learning support: an exploration of interaction data to inform future provision

Over the past 30 years, higher education institutions (HEIs) worldwide have been grappling with the difficulties experienced by many students entering higher education due to their poor pre-entry core mathematical skills. In the Republic of Ireland and the UK, the provision of mathematics learning support (MLS) is the approach most commonly adopted by HEIs to deal with this problem, providing free one-to-one mathematical support and/or workshops for students. However, despite the availability of such supports and research that suggests that engagement with these supports can have a positive impact on student retention and progression, ensuring high levels of student engagement with these supports remains a significant challenge. In more recent years, some institutions have started to provide online MLS which takes many different forms but mainly provide links to websites, revision notes, past exam papers, etc. In light of the COVID-19 pandemic and the need for many to resort to remote teaching, it would appear the successful provision of online mathematics support is set to become increasingly important over the coming years. This paper will examine student interaction data with one such online MLS provision, hosted within a virtual learning environment. The interaction data will be analysed in order to gain a better understanding of the level of student engagement with this resource and the content most frequently accessed. This analysis will be used to inform the future development and enhancement of the resource so as to encourage student engagement.

Rethinking genetic counseling clinical skills training in the time of COVID-19.

The COVID‐19 pandemic has had a significant impact on clinical training programs, including genetic counseling graduate programs. The University of Arizona Genetic Counseling Graduate Program responded to limited clinical training opportunities by designing a virtual Clinical Skills Workshop for incoming genetic counseling students. During the workshop, students were introduced to psychosocial and clinical genetics skills through virtual lectures, role‐play, and practice sessions, as well as assignments. Program evaluation of the Clinical Skills Workshop demonstrated better preparation of key clinical skills prior to starting clinical rotations and highlighted areas for improvement in future iterations. Although this workshop was developed in response to clinical restrictions due to COVID‐19, this approach to providing incoming students with basic clinical skills has been a valuable addition to the UAGCGP curriculum.

„Macchiato” do ostatniej kropki

Todayʼs societies, democracies, media and journalism are undergoing a transformation hitherto unheard of in history. The key element of these changes is information and access to it, as well as processing possibilities and skills. Without understanding the process, without the ability to select information, and without critical analysis, individuals and entire societies become vulnerable to stupidity, information wars, disinformation and interference with elections.&#x0D; Politicians, especially populists but not exclusively so, saw a great opportunity in the existence of a “cloudy information space”, in the confusion of citizens deprived of their independent thinking and poorly educated. That is why politicians fight with free media and independent journalists, because this is the first line of defence against disinformation and ignorance. Freedom of media is also a barrier to the authoritarian aspirations of politicians, because of its unique attribute — the only freedom showing the state of other freedom and rights.&#x0D; The book by professor Jacek Dąbała, Media phenomena and paradoxes, published in 2020, diagnoses these problems and challenges and shows the key to media and information thinking. It is written in a minimalistic form of 200 texts, each of about 2000 characters. The short form is balanced by the multitude of topics covered, including science, politics, history, medicine, media, technologies, customs, law, religion, faith, emotions, intellect and stupidity. Dąbała scans issues in Russia, China, the United States, Germany, Poland and many others. The topics and analyses are universal and you can even risk a thesis that many of them will be timeless. It is therefore a global and universal reading which, when translated into other languages, should be recommended as essential content for journalists, politicians, students, and even more broadly — for all of us, that is, media recipients.&#x0D; The book is a subjective view of all the 200 topics through the prism of pro-democracy views and freedom — freedom understood in the broadest sense, freedom of science and speech.&#x0D; Dąbała certainly poses important questions, questioning our way of seeing the world and its presentation in the media. However, he often leaves the questions unanswered, apparently because the answer is in the method — analysis, critical thinking and seeking quality.&#x0D; The book Media phenomena and paradoxes is excellent material for conducting workshops for journalism students. Analysing problems in the book can also improve journalistic thinking. For journalists who have not lost their instincts, humility and willingness to keep going, such an exercise can be very valuable.&#x0D; This is important knowledge for anyone who wants to better understand the world, and for media people it is a must-read.

Using story retelling to enhance social work students’ openness to diversity: a pilot RCT

ABSTRACT Based on the results from a story-retelling workshop for social work students in the Hong Kong Special Administrative Region (HKSAR) of the People’s Republic of China (PRC), this paper suggests that narrative activities can make unique contributions in nurturing students’ openness to diversity, and such potential is under-researched. This research is a pilot randomized controlled trial (RCT). The workshop arranged students to read website materials and had real dialogues with the protagonist, and then randomly assigned for students to participate in the story-retelling group or the analytical writing group. Psychological changes and reading behaviour of the two groups were compared. The findings showed that the story-retelling group was more efficient than the analytical writing group in increasing critical openness and decreasing the need for cognitive closure. Such results open a discussion about the value of narrative approaches in social work education.

Academic writing workshop-ing to support students writing bachelor’s and master’s theses: a more-than-human approach

ABSTRACT Students seem to encounter various challenges when writing bachelor’s and master’s theses, indicating a need to support them in their writing processes. In this study, academic writing workshops for students writing bachelor’s and master’s theses were developed and investigated during three years of a participatory action research project. The study uses a more-than-human approach to students’ thesis writing to explore how academic writing workshop practices are produced. Based on diffractive analytical engagements, this study conceptualizes the workshop practices as the enactment of academic writing workshop-ing in the spacetimemattering of the workshops. The workshop-ing recognizes the workshops as active doings with students and writing tutors in social and material realities; workshop-ing is an enacted practice, rather than preexistent or preceding. The study contributes to the existing literature with insights about how different entanglements matter in thesis writing practices and how workshop-ing can become productive in supporting students’ thesis writing.

The reality of e-learning from the viewpoint of students of private Jordanian universities in the northern region in light of the corona pandemic: واقع التعليم الإلكتروني من وجهة نظر طلبة الجامعات الأردنية الخاصة لإقليم الشمال في ظل جائحة كورونا

The study aimed to reveal the reality of e-learning from the viewpoint of students of private Jordanian universities in the northern region in light of the Corona pandemic, and whether there are different expectations towards electronic education according to gender, specialization and cumulative rate, and the study sample consists of (294) male and female students. She uses the descriptive analytical approach, The results of the study showed that the advantages of e-learning in Jordanian private universities in the northern region from the students ’point of view in light of the Corona pandemic, came at a medium level and with an arithmetic average (3.40), and the efficiency of using education came at a high level, with an average of (3.43), while the negatives (Obstacles and Difficulties) E-learning came in a moderate degree, with an average of (3.03), and the results also showed that there were no statistically significant differences about the advantages of e-learning and about the efficiency of using e-learning according to the variable of specialization, and the presence of statistically significant differences in the dimension of the negatives of e-learning according to the gender variable. And in favor of females, and the existence of statistically significant differences in the dimension of the advantages of e-learning according to a variable Cumulative , and in favor of those with an acceptable variable Cumulative, The study recommended holding courses and workshops for students; To enlighten them about the importance of this system (e-learning), its benefits and importance, and how to use the Internet and applications related to e-learning, and to include courses related to e-learning for all students in Jordanian universities.

“We’re giving them the tools.” A qualitative study of nursing students working with Recovery College trainers to support student wellbeing

PurposeThis paper aims to present a thematic analysis of student nurses’ experiences of an innovative collaboration between a mental health Recovery College and a nursing faculty, where Recovery College trainers’ expertise in co-production and peer facilitation were foregrounded. The aim of this study is to understand how nursing students experienced being peer facilitators of well-being workshops for fellow students following training with Recovery College trainers.Design/methodology/approachThematic analysis of qualitative data from eight semi-structured interviews and a focus group with 15 participants.FindingsThe overarching theme that emerged was “The process of being a student Peer Facilitator”. Six themes emerged from the data: “What we brought”; “Conceptualisation”; “Adaptation”; “we’re giving them the tools”; “What we gained”; and “Development”.Practical implicationsMental health nurse educators could forge collaborative relationships with Recovery College colleagues with a broader remit than service users’ “lived experience” of mental distress. Student nurses should be given opportunities to be peer facilitators and draw on their lived experience as student nurses as means of addressing their and their peers’ mental health.Originality/valueOriginal findings were that the student experience of being a peer facilitator was different to their other experiences in education and clinical practice. They drew on their lived experience throughout and found that they learned skills to address their well-being through supporting other students to improve theirs.

Sustainability in quality improvement (SusQI): a case-study in undergraduate medical education

BackgroundThere is a pressing need for more sustainable healthcare. UK medical graduates are required to apply social, economic, and environmental principles of sustainability to their practice. The Centre for Sustainable Healthcare has developed a sustainability in quality improvement (SusQI) framework and educator’s toolkit to address these challenges. We aimed to develop and evaluate SusQI teaching using this toolkit at Bristol Medical School.MethodsWe facilitated a SusQI workshop for all third-year Bristol Medical School students. We used mixed methods including questionnaires, exit interviews and follow-up focus groups to evaluate the outcomes and processes of learning.ResultsStudents reported: improvements in knowledge, confidence, and attitudes in both sustainable healthcare and quality improvement; increased self-rated likelihood to engage in SusQI projects; and willingness to change practices to reduce environmental impact in their healthcare roles. Factors for successful teaching included: interactivity; collaboration and participation; and real-life, relevant and tangible examples of projects delivered by credible role models.ConclusionsStudents reported that SusQI education supported by the toolkit was effective at building knowledge and skills, and reframed their thinking on sustainability in quality improvement. Combining the two topics provided enhanced motivation for and engagement in both. Further research is needed on the clinical impacts of SusQI learning.

Compressing audio signals with interactive and cloud-based learning material—a workshop for high-school students

Abstract Undeniably omnipresent in our everyday lives, electronic signal compression is a classical example that illustrates the ubiquity of mathematics in high-end technology and sciences. When dealing with piles of files, it is essential that each file takes up as little storage space as possible while maintaining quality. The cloud-based—available under a Creative Commons licence—workshop that is described in the following paper addresses this trade-off between quality and compression rate based on the example of audio signals. Here, students use tools from linear algebra to compress music according to their own hearing model which they developed previously. More specifically, they use the basis change (i.e. the Fourier transform) between the time-dependent and frequency-dependent representations of sounds to remove those frequencies from an instrumental piece that are outside of their hearing model. Such mathematical tools may seem out of reach for high-school students, but we demonstrate that they are indeed suited for developing solutions with minimal help.

The role of the family in the E-learning system (challenges and suggested solutions)

The study aimed to identify the role of the family plays in e- learning framework, discuss the most prominent challenges the family faces during the process of enabling its children to effectively access e- learning, and to provide some solutions in light of schools’ closure due to the Corona pandemic (COVID19). The study applied the descriptive approach, and the study sample consisted of (45) parents in the Sultanate of Oman, who were randomly selected. In order to achieve the aim of the study, the researchers used a parent interview card. The study revealed that there is a variety of roles parents and families play in this type of learning, including: Providing the necessities of e- learning and distance learning, such as devices and internet service, creating the suitable environment for learning, following up their kids’ homework, continuous follow-up and understanding challenges, creating solutions, and Resolving technical problems and issues that may arise.It’s worth mentioning here that the family faces several challenges in applying e- learning at home. These challenges include the poor condition of Internet network and the financial demands such as: providing devices for more than one student in the family. Parents also struggle to provide a place that is specially prepared for each student. Besides, the lack of time as parents are busy with other responsibilities and the difficulty of following up more than one student in the family. The study members provided a number of suggestions to overcome the challenges facing the family in applying e-learning at home. These suggestions include the following: downloading the explained lessons in students’ devices, training parents and students on how to use the educational platforms and implementing a cooperation between the Ministry of Education and the community institutions to support families in providing the necessities of e-learning. Based on the results found, the study highly recommended educating parents and raising their awareness about their roles in the e- learning framework. The study also suggested providing training workshops for parents and students on how to use the educational platforms. In addition to the importance of enhancing the network infrastructure to facilitate access to the Internet.

An Accessible Mental Health Self-Management Innovation for College Students

This article outlines findings from two Wellness Recovery Action Plan® workshops for college students in Western Canada. Widely recognized mental health challenges among college students and a service need demonstrated in pilot sessions served as rationale for providing one of the first iterations of WRAP in a college setting.

Shared Decision-Making With a Virtual Patient in Medical Education: Mixed Methods Evaluation Study.

BackgroundShared decision-making (SDM) is a process in which clinicians and patients work together to select tests, treatments, management, or support packages based on clinical evidence and the patient’s informed preferences. Similar to any skill, SDM requires practice to improve. Virtual patients (VPs) are simulations that allow one to practice a variety of clinical skills, including communication. VPs can be used to help professionals and students practice communication skills required to engage in SDM; however, this specific focus has not received much attention within the literature. A multiple-choice VP was developed to allow students the opportunity to practice SDM. To interact with the VP, users chose what they wanted to say to the VP by choosing from multiple predefined options, rather than typing in what they wanted to say.ObjectiveThis study aims to evaluate a VP workshop for medical students aimed at developing the communication skills required for SDM.MethodsPreintervention and postintervention questionnaires were administered, followed by semistructured interviews. The questionnaires provided cohort-level data on the participants’ views of the VP and helped to inform the interview guide; the interviews were used to explore some of the data from the questionnaire in more depth, including the participants’ experience of using the VP.ResultsThe interviews and questionnaires suggested that the VP was enjoyable and easy to use. When the participants were asked to rank their priorities in both pre- and post-VP consultations, there was a change in the rank position of respecting patient choices, with the median rank changing from second to first. Owing to the small sample size, this was not analyzed for statistical significance. The VP allowed the participants to explore a consultation in a way that they could not with simulated or real patients, which may be part of the reason that the VP was suggested as a useful intervention for bridging from the early, theory-focused years of the curriculum to the more patient-focused ones later.ConclusionsThe VP was well accepted by the participants. The multiple-choice system of interaction was reported to be both useful and restrictive. Future work should look at further developing the mode of interaction and explore whether the VP results in any changes in observed behavior or practice.

General Chemistry Peer-Led Team Learning (PLTL) Program at the University of Texas El Paso

The Peer-Led Team Learning (PLTL) Program at the University of Texas at El Paso (UTEP) is a program that provides students with the training necessary to host small workshops for students enrolled in their first two semesters of Chemistry. Peer Leaders are tasked with the responsibility of facilitating learning of Chemistry through the creation of practice problems, reviews and interactive games. As UTEP is a Latinx-serving university, a large portion of Peer Leaders and students are Latinx. Therefore, the PLTL program is empowering students through the development of Peer Leaders' leadership, and the strengthening of students' foundation in Chemistry, making them more likely to succeed in the STEM field. Peer Leaders in the program have witnessed the impact of the COVID-19pandemic on Latinx students and have found ways to adapt to the shift to online learning.