Experiential-Learning Opportunities Enhance Engagement in Pipeline Program: A Qualitative Study of the Doctors of Tomorrow Summer Internship Program

• Published in: Journal of the National Medical Association Vol. 112; no. 1; pp. 15 - 23
• Main Authors: Kana, Lulia A., Noronha, Carol, Diamond, Sarah, Pun, Matthew, Broderick, Michael T., Finks, Jonathan, Sandhu, Gurjit
• Format: Journal Article
• Language: English
• Published: United States Elsevier Inc 01.02.2020; Elsevier Limited
• Subjects: Adult; Career Choice; Careers; Diversity; Education; Educational Measurement - methods; Educational Status; Equity; Experiential-learning; Female; Healthcare; Humans; Internship; Internship and Residency - methods; Internships; Learning; Male; Marijuana; Medicine; Native North Americans; Participation; Pipeline; Problem-Based Learning - methods; Professional Competence; Professions; Program Evaluation; Psychology, Educational - methods; Qualitative Research; Secondary school students; Secondary schools; Students, Medical - psychology; Students, Medical - statistics & numerical data; United States > US; Detroit Michigan; Equity; Healthcare; Experiential-learning; Internship; Diversity; Pipeline
• ISSN: 0027-9684; 1943-4693
• DOI: 10.1016/j.jnma.2019.11.006

Doctors of Tomorrow (DoT) is a pipeline program between the University of Michigan Medical School and Cass Technical High School in Detroit where the overall mission is to encourage youth from communities that are underrepresented in medicine to pursue their interests in healthcare careers. Students have the opportunity to apply for a summer internship between 9th grade and 10th grade. There is limited literature on the effectiveness of experiential-learning opportunities in pipeline programs to support development of personal and professional skills. The purpose of this study was to examine the experiences of students participating in the DoT summer internship program in order to better understand how their engagement influenced personal and professional development. An exploratory qualitative study was conducted using responses from 36 students who participated in the DoT summer internship program between 2014 and 2018. Students engaged in self-reflective practices prompted by weekly surveys. Data were analyzed through an inductive process by coding and thematic analysis. Four overarching themes were identified: (1) engagement in authentic experiential-learning opportunities; (2) development of professional skills; (3) self-reflection and actualization; and (4) real world barriers in experiential-learning. High school students engaged in a variety of different community internships and shared insights that illustrated depth and diversity of understanding health in their community. Their reflections illustrate the added value of experiential-education in pipeline programs.