Interprofessional Near-Peer Mentoring Teams Enhance Cancer Research Training: Sustainable Approaches for Biomedical Workforce Development of Historically Underrepresented Students

Journal of STEM outreach · 16 authors, 4 centres

AI SUMMARY

FIDELITY 100%

POPULATIONHigh school students from historically underrepresented backgrounds (n=25 in-person 2019; n=35 one-week virtual 2021; n=15 ten-week virtual 2021) and undergraduate peer mentors (n=11 total; 6 in 2019, 5 in 2021) from the NIH-funded BUILD EXITO program at Portland State University.

INTERVENTIONInclusion of interprofessional undergraduate near-peer mentors in cancer research training programs (in-person residential 1-week; virtual 1-week; virtual 10-week).

COMPARISONNo formal comparison group; outcomes were assessed via post-program stakeholder feedback, focus groups, interviews, and surveys across multiple program formats and durations.

This summary was generated by AI from a single paper. It has not been reviewed by a clinician and is not clinical advice. Verify against the source before acting on it.

AGENT 01 · STRUCTURED SUMMARY

TRACE TO SOURCE

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TL;DR

This case study found that including undergraduate near-peer mentors from historically underrepresented backgrounds in a cancer research training program for high school students produced universal benefits across all stakeholder groups—trainees, staff, scientist partners, and the mentors themselves. Peer mentors enhanced trainee engagement and relatability, improved their own professional communication and career trajectories, and were strongly endorsed by scientists (89% voted to 'definitely keep' them). The findings support peer mentorship as a sustainable, high-impact strategy for diversifying the biomedical workforce.

Full summary

6,495 CHARS

**Background.** Biomedical research depends on innovation, yet scientists from historically underrepresented backgrounds—who produce higher rates of scientific innovation—are more likely to leave their careers prematurely. In the 2020 U.S. Census, historically underrepresented groups comprised 36.2% of the population but only 14% of doctoral degree recipients in 2018 and 22% of faculty positions. The NIH has called for increased diversity and inclusion, funding numerous mentored research training initiatives. Prior work has shown that non-formal curricular structures, including near-peer mentorship and interprofessional discussion, enhance training experiences for underrepresented undergraduates. The Youth Enjoy Science initiative from the National Cancer Institute supports cancer research training, but the formal role and training backgrounds of peer mentors are often not pre-defined. This study explores how inclusion of interprofessional near-peer mentors evolved in a statewide cancer research training program for high school students, examining outcomes across four stakeholder groups.

**Methods.** The Knight Scholars Program (KSP) at Oregon Health and Science University trains Oregon high school students from historically underrepresented backgrounds in cancer research. The program includes a tiered approach: Year 1 offers a week-long introduction; Year 2 provides immersive shadowing in clinical care, public health, research, and outreach. Peer mentors were recruited from the NIH-funded BUILD EXITO program at Portland State University. Six peer mentors were hired for the 2019 in-person residential program (1-week; n=25 high school trainees). Five peer mentors were hired for the 2021 virtual programs (1-week Introduction, n=35; 10-week Immersion, n=15). No program was held in 2020 due to COVID-19. Peer mentors were paid $600 for the 7-day residential program and $5,400 for the virtual 10-week program. Stakeholder evaluation included: (1) post-program phone interviews (2019; 4/6 peer mentors, 67%) and focus groups (2021; 5/5, 100%) conducted by an external evaluator; (2) focus groups with high school trainees on their last program day (8 focus groups total); (3) a Qualtrics survey of scientist partners (8 unique respondents) asking whether peer mentors were helpful in lab rotations (5-point Likert scale); and (4) anonymous staff feedback via Google Jamboard (n=7). A follow-up perspectives survey was emailed to all 11 peer mentors in December 2021 (100% response rate), with a separate demographics survey. Qualitative data were thematically coded using Dedoose and Taguette software; quantitative data were analyzed in Excel.

**Key Results.** All 11 peer mentors (100%) were characterized as underrepresented in biomedical sciences per NIH criteria. Eight of 11 (73%) identified a historically underrepresented racial/ethnic background. All 11 (100%) reported disadvantaged backgrounds (average 4.6 of 7 criteria met; SD=1.1). Nine of 11 (82%) self-identified as first-generation college students, increasing to 10/11 (91%) when verified against parent/guardian educational attainment. Peer mentors averaged 1.1 years of research experience (SD=0.8) and 2.1 years of preparatory Enrichment experience (SD=0.8).

Peer mentor post-program self-assessment revealed universally positive benefits across both in-person and virtual formats. Core themes included career development, skills gained, personal/professional development, mentorship, and diversity. All peer mentors reported improved mentoring skills. In 2021, peer mentors emphasized leadership and teamwork development. High school trainees consistently cited peer mentors as a favorite program component, emphasizing their relatability and supportive guidance. All high school trainees wanted peer mentors to return regardless of program format or duration.

Scientist feedback was overwhelmingly positive: 100% reported having a peer mentor in virtual sessions was helpful, with 8/9 (89%) reporting 'definitely keep peer mentors in lab rotations' and 1/9 (11%) 'likely keep' (average score 4.9/5.0; SD=0.3). Staff were universally in favor of continuing peer mentors, noting they facilitated connections between trainees and staff and helped translate program activities.

At follow-up, 100% of peer mentors reported pursuing biomedical sciences and mentoring in their future careers; 64% cited research in their career trajectories. When asked if their area(s) of interest changed as a result of working with KSP, 82% said it changed either 'a little' (36%) or 'a lot' (45%) (average change score 1.3/2.0; SD=0.8). Seventy-three percent described an increased interest in cancer (45% 'a little', 27% 'a lot'). Core themes from follow-up surveys included strong growth in professional communication (82%), with peer mentors describing improved 'ability to convey thoughts and information to others in a digestible fashion.' All peer mentors (100%) cited mentoring in their current and future goals.

**Clinical Implications.** This case study provides robust evidence that including interprofessional undergraduate near-peer mentors from historically underrepresented backgrounds in cancer research training programs yields substantial benefits for all stakeholder groups. Peer mentors with less hands-on research experience (as little as 0.6 years average in 2021) were still highly effective, suggesting that relatability and shared background may be more important than extensive research experience. The program's interprofessional focus enabled peer mentors from diverse disciplines (pre-medicine, speech and hearing sciences, public health) to model varied career paths for trainees. Peer mentors also served as important conduits for identifying and resolving emergent issues during training experiences, including interrupting poor communication in research placements. The authors strongly advise offering paid placements (e.g., $15/hour) to ensure equitable access for disadvantaged backgrounds. Limitations include a lack of pre-evaluation with peer mentors beyond application essays. The findings support two cross-cutting themes in the 2021–2025 NIH Strategic Plan: 'promoting collaborative science' and 'improving minority health and reducing health disparities.' Inclusion of near-peer mentors offers a sustainable strategy for recruiting and retaining historically underrepresented students in biomedical research, enhancing workforce diversity and downstream health equity.

PICO

PPOPULATION

High school students from historically underrepresented backgrounds (n=25 in-person 2019; n=35 one-week virtual 2021; n=15 ten-week virtual 2021) and undergraduate peer mentors (n=11 total; 6 in 2019, 5 in 2021) from the NIH-funded BUILD EXITO program at Portland State University.

IINTERVENTION

Inclusion of interprofessional undergraduate near-peer mentors in cancer research training programs (in-person residential 1-week; virtual 1-week; virtual 10-week).

OOUTCOME

Universal positive benefit across all stakeholder groups; 100% of peer mentors pursued biomedical sciences and mentoring in future careers; 73% reported increased interest in cancer; 82% reported growth in professional communication; scientist partners rated peer mentor inclusion 4.9/5.0; high school trainees cited peer mentors as a favorite program component.

STUDY TYPE

other

SPECIALTY

oncology

SUMMARISED BY

AI pipeline

FIDELITY CHECK

100% · A

ORIGINAL PAPER

PMC10174597

Interprofessional Near-Peer Mentoring Teams Enhance Cancer Research Training: Sustainable Approaches for Biomedical Workforce Development of Historically Underrepresented Students

Journal of STEM outreach

READ THE FULL PAPER

ABSTRACT

A cancer research training program explored different approaches for staffing their in-person and virtual programs for high school students. The inclusion of undergraduate near-peer mentors had a universal benefit when implemented across in-person and virtual training programs of one- and ten-week durations. Benefits are described for four stakeholder groups: the high school trainees, program staff, scientist partners, and peer mentors themselves. Peer mentors described that their involvement enhanced their own professional development and, for some, drove a new interest in cancer research. Scientist partners described that peer mentors helped translate their work in the virtual environment for high school students. High school trainees reported their sessions with peer mentors to be one of their favorite parts of the program. Interprofessional peer mentors were highly relatable to students and modeled communication and paths in biomedical research. Staff reported that peer mentors supported student engagement during community shadowing sessions, allowing staff to focus on developing the shadowing experiences with partners. The benefit of including peer mentors was substantial from all viewpoints explored. Their intensive inclusion in cancer research training programs supports sustainability and capacity building in biomedical workforce development.

CITATION EXPORT

J.J. Huerta, M.T. Figuracion, A. Vazquez-Cortes et al.. Interprofessional Near-Peer Mentoring Teams Enhance Cancer Research Training: Sustainable Approaches for Biomedical Workforce Development of Historically Underrepresented Students. Journal of STEM outreach. (2022). https://doi.org/10.15695/jstem/v5i2.10

AUTHORS

16 · 4 CENTRES

J.J. Huerta, M.T. Figuracion, A. Vazquez-Cortes, R.R. Hanna, A.C. Hernandez, S.B Benitez, M.N. Sipelii, T.C. Brooks, D.T. ZuZero, F.M.R.V. Iopu, C.R. Romero, A. Chavez, A. Zell, S.R. Shugerman, J.S. Shannon, L.K. Marriott

1Oregon Health and Science University, Portland, OR
2Purdue University, West Lafayette, IN
3Portland State University, Portland OR
4National University of Natural Medicine, Portland, OR