EC Ophthalmology

Introduction: Marginalized groups such as racial and ethnic minorities and people of low socioeconomic groups are not as exposed to the fields of Science, Technology, Engineering, and Medicine (STEM) as their majority counterparts. Due to the lack of resources and access to opportunities, many students from disadvantaged backgrounds are never introduced to advanced fields in STEM. Many minority students may also have feelings of isolation, depression, and stress related to their academic and career future. The University of Rochester created an intensive week-long minority mentorship program in order to introduce students to various STEM and healthcare fields in addition to giving them guidance, support, and experience through research and personal development activities. The aim of this study is to analyze the effects of exposing students from underrepresented minority backgrounds to mentorship, learning experiences, and health professionals in the fields of STEM.

Methods: A Qualtrics survey was created for the students and faculty/mentors to ask about their experiences and reflections. The survey consisted of various multiple-choice questions, rankings, and free-text fields for elaboration and further comments. Questions aimed to quantify mentee and mentor satisfaction, mentee self-reported growth, skill development, mentorship quality, and progress.

Results: The survey results were analyzed by descriptive analysis and highlighted the patterns and relationships about the mentorship program. The program received favorable feedback, with numerous participants expressing satisfaction and a willingness to recommend it to others. Overall, all students were able to complete the program in 2024. 58% of the students were Black or African American, and all the high school respondents attended public schools. 90% of students found the program helpful and would recommend it. 100% of the students went on to higher education or are planning on going forward to higher education. Students generally viewed their time in the program positively, felt included and supported, made new friends and connections, and enjoyed the experience.

Conclusion: The diversity in presenters and activities not only introduced students to new fields and opportunities but also gave them more experience with public speaking and research. As a result, students generally reported decreased stress about their future career after participating in the program. Early mentorship and guidance play a crucial role in providing support to underrepresented students in order to increase confidence, promote academic engagement, and enhance life experiences. Programs that provide resources and mentorship to minority students should continue to develop and expand in order to promote diversity and decrease barriers to entry to STEM and healthcare careers.

 Keywords: Science, Technology, Engineering, and Medicine (STEM); Mentorship; Learning Experiences; Health Professionals

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