{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,27]],"date-time":"2026-01-27T22:06:50Z","timestamp":1769551610348,"version":"3.49.0"},"reference-count":32,"publisher":"SAGE Publications","issue":"1-2","license":[{"start":{"date-parts":[[2015,2,1]],"date-time":"2015-02-01T00:00:00Z","timestamp":1422748800000},"content-version":"unspecified","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/"}],"content-domain":{"domain":["journals.sagepub.com"],"crossmark-restriction":true},"short-container-title":["Information Services and Use"],"published-print":{"date-parts":[[2015,2]]},"abstract":"<jats:p> Abstract <\/jats:p><jats:p> Mentoring in Medicine (MIM) addresses an urgent national need for minority health professionals and promotes careers in health care for urban youth. The MIM After-School Program (ASP or The Course) has as its primary objectives to provide academic enrichment in human biology and motivate disadvantaged youth to pursue a career in the health professions. Secondary objectives of The Course, although not evaluated here, are to improve students\u2019 health literacy and knowledge of healthy living behaviors. Since 2009, over 1500 middle and high school students have completed the New York City based Course, which is offered once a week over a 10 week semester in an out-of-school venue. This study assesses the success of The Course in achieving its primary objectives with 84 students at five New York City high schools during the fall 2014 semester. The Course curriculum was created especially for MIM, comprises the body\u2019s 11 organ systems, and is presented in discrete modules (one each semester), along with complementary educational activities, including field trips and class projects. This study reports on a formal evaluation using quantitative and qualitative methods. <\/jats:p><jats:p> The quantitative evaluation found that the students significantly increased their knowledge of the Gastrointestinal System. Students across the academic spectrum appeared to have learned the MIM ASP Course content \u2013 high school GPA was not a predictor of knowledge acquisition. The students also reported that The Course significantly increased their self-confidence in their ability to succeed (self-efficacy). The students expressed a significant increase in five health care related attitudes and an additional increase in their ability to overcome personal issues to succeed in their career and significantly improving their feeling toward, and likely pursuit of, a health career. The students stated that The Course significantly increased their interest and intent to seek out more information about health care, participate in health care activities, and take more health care courses in high school. <\/jats:p><jats:p> The qualitative evaluation found that the students and their parents were pleased with the MIM ASP Course\u2019s composition, presentation and effectiveness. With a large majority of the parents stating that their child got out of The Course what they had hoped for and that The Course made it more likely that they would recommend a health career for their child. The students and instructional staff also identified The Course elements that they felt were most and least effective. Best practices that were used in designing and conducting The Course were identified. <\/jats:p><jats:p> The MIM ASP Course appears to have achieved its principal educational objectives of providing academic enrichment in human biology and improving attitudes towards a health career for a self-selected population of disadvantaged, underrepresented minority high school students in an urban setting. <\/jats:p>","DOI":"10.3233\/isu-150773","type":"journal-article","created":{"date-parts":[[2015,8,21]],"date-time":"2015-08-21T19:30:49Z","timestamp":1440185449000},"page":"141-160","update-policy":"https:\/\/doi.org\/10.1177\/sage-journals-update-policy","source":"Crossref","is-referenced-by-count":7,"title":["After-School Program for urban youth: Evaluation of a health careers course in New York City high schools"],"prefix":"10.1177","volume":"35","author":[{"given":"Lynne","family":"Holden","sequence":"first","affiliation":[{"name":"Department of Emergency Medicine, Albert Einstein College of Medicine, Bronx, NY, USA"},{"name":"Department of Emergency Medicine, Montefiore Medical Center, Bronx, NY, USA"},{"name":"Mentoring in Medicine, Inc., Bronx, NY, USA"}]},{"given":"Wallace","family":"Berger","sequence":"additional","affiliation":[{"name":"LightShift Associates, LLC, Viera, FL, USA"}]},{"given":"Rebecca","family":"Zingarelli","sequence":"additional","affiliation":[{"name":"LightShift Associates, LLC, Viera, FL, USA"}]},{"given":"Elliot","family":"Siegel","sequence":"additional","affiliation":[{"name":"Elliot Siegel Consulting, Bluffton, SC, USA"}]}],"member":"179","published-online":{"date-parts":[[2015,2,1]]},"reference":[{"issue":"3","key":"bibr1-ISU-150773","first-page":"5","volume":"28","author":"Abu-Hamour B.","year":"2013","journal-title":"International Journal of Special Education"},{"key":"bibr2-ISU-150773","unstructured":"[2] Afterschool Alliance, America after 3 PM: The most in-depth study of how America\u2019s children spend their afternoons, Washington, DC, 2009, available at: www.afterschoolalliance.org\/AA3_Full_Report.pdf; Sponsored by the JCPenney Afterschool Fund."},{"key":"bibr3-ISU-150773","unstructured":"[3] Afterschool Alliance, Defining youth outcomes for STEM learning in afterschool, Washington, DC, 2013, available at: www.afterschoolalliance.org\/STEM_Outcomes_2013.pdf; Supported by the S.D. Bechtel, Jr. Foundation and the Noyce Foundation."},{"key":"bibr4-ISU-150773","unstructured":"[4] Afterschool Alliance, Evaluations backgrounder: A summary of formal evaluations of afterschool programs\u2019 impact on academic, behavior, safety and family life, Washington, DC, 2013, available at: www.afterschoolalliance.org\/documents\/Evaluations_Backgrounder_2013.pdf."},{"key":"bibr5-ISU-150773","unstructured":"[5] BergerW.G., Evaluation report for spring 2014 New York After-School and In-School Programs, Mentoring in Medicine Internal Report, 17 July 2014 (available from the primary author)."},{"key":"bibr6-ISU-150773","unstructured":"[6] BlytheD.A., Commentary on moving beyond attendance, in: New Directions for Youth Development, Vol. 144, Winter 2014, pp. 57\u201358."},{"key":"bibr7-ISU-150773","unstructured":"[7] CarnevaleA.P. SmithN. and StrohlJ., Recovery: Job growth and education requirements through 2020, Georgetown Univ., Washington, DC, 2013."},{"key":"bibr8-ISU-150773","unstructured":"[8] Castillo-PageL., Diversity in the Physician Workforce: Facts & Figures 2010, Association of American Medical Colleges, Diversity Policy and Programs, 2010."},{"key":"bibr9-ISU-150773","unstructured":"[9] Committee on Institutional and Policy-Level Strategies for Increasing the Diversity of the U.S. Health Care Workforce, Board on Health Sciences Policy, In the Nation\u2019s Compelling Interest: Ensuring Diversity in the Health Care Workforce, Institute of Medicine of the National Academies, The National Academies Press, Washington, DC, 2004."},{"key":"bibr10-ISU-150773","unstructured":"[10] CooperL.A. et al., Disparities in Patient Experiences, Health Care Processes, and Outcomes: The Role of Patient-Provider Racial, Ethnic, and Language Concordance, The Commonwealth Fund, 2004, pp. 1\u201329."},{"key":"bibr11-ISU-150773","unstructured":"[11] CruteS., What will it take to diversity medicine? January 2015, available at: http:\/\/www.rwjf.org\/en\/blogs\/culture-of-health\/2015\/01\/what_will_it_taketo.html."},{"issue":"1","key":"bibr12-ISU-150773","doi-asserted-by":"crossref","first-page":"63","DOI":"10.1080\/21548455.2011.629455","volume":"2","author":"Dabney K.","year":"2011","journal-title":"International Journal of Science Education, Part B: Communication and Public Engagement"},{"key":"bibr13-ISU-150773","unstructured":"[13] DurlakJ.A. and WeissbergR.P., The Impact of After-School Programs that Promote Personal and Social Skills, Collaborative for Academic, Social, and Emotional Learning, 2007."},{"key":"bibr14-ISU-150773","doi-asserted-by":"publisher","DOI":"10.1007\/s10464-010-9300-6"},{"key":"bibr15-ISU-150773","doi-asserted-by":"crossref","unstructured":"[15] FredricksJ.A. BohnertA.M. and BurdetteK., Moving beyond attendance: Lessons learned from assessing engagement in afterschool contexts, in: New Directions for Youth Development, Vol. 144, Winter, 2014, pp. 45\u201358.","DOI":"10.1002\/yd.20112"},{"key":"bibr16-ISU-150773","unstructured":"[16] FriedmanA. (ed.), Framework for evaluating impacts of informal science education projects: Report from a National Science Foundation, 12 March 2008, available at: http:\/\/informalscience.org\/documents\/Eval_Framework.pdf."},{"key":"bibr17-ISU-150773","unstructured":"[17] GardnerM. RothJ.L. and Brooks-GunnJ., Can After-School Programs help level the academic playing field for disadvantaged youth? in: Equity Matters: Research Review No. 4, Columbia Univ., New York, 2009."},{"key":"bibr18-ISU-150773","doi-asserted-by":"publisher","DOI":"10.1002\/(SICI)1098-237X(199801)82:1<93::AID-SCE5>3.0.CO;2-W"},{"key":"bibr19-ISU-150773","unstructured":"[19] GrassiA.M., Quality After-School Programming and its relationship to achievement-related behaviors and academic performance, Doctoral thesis preview, UMI Dissertation Publishing, ProQuest LLC, Ann Arbor, MI, December 2012, p. 9."},{"key":"bibr20-ISU-150773","unstructured":"[20] HefnerR.A., Out-of-School Time Programs: Research Summary, Council for Children\u2019s Rights, Charlotte, NC, 2013, available at: http:\/\/cfcrights.org\/wp-content\/uploads\/2011\/10\/2013-OST-Research-Summary.pdf."},{"key":"bibr21-ISU-150773","doi-asserted-by":"publisher","DOI":"10.3233\/ISU-130718"},{"key":"bibr22-ISU-150773","doi-asserted-by":"publisher","DOI":"10.3233\/ISU-140761"},{"key":"bibr23-ISU-150773","unstructured":"[23] JollyE.J. CampbellP.B. and PerlmanL., Engagement, Capacity, and Continuity: A Trilogy for Student Success, GE Foundation and Science Museum of Minnesota, St. Paul, MN, 2004."},{"issue":"2","key":"bibr24-ISU-150773","first-page":"6","author":"Little P.","year":"2008","journal-title":"SEDL Letter"},{"key":"bibr25-ISU-150773","unstructured":"[25] LittleP. WilmerC. and WeissH.B., After School Programs in the 21st century: Their potential and what it takes to achieve it, Harvard Family Research Project 2008(February) (2008), 10."},{"key":"bibr26-ISU-150773","doi-asserted-by":"publisher","DOI":"10.1001\/jamainternmed.2013.12756"},{"key":"bibr27-ISU-150773","doi-asserted-by":"publisher","DOI":"10.1097\/ACM.0b013e3181c46f35"},{"key":"bibr28-ISU-150773","unstructured":"[28] National Research Council, Learning Science in Informal Environments: People, Places, and Pursuits BellP. LewensteinB. ShouseA.W. and FederM.A., eds, Committee on Learning Science in Informal Environments, Board on Science Education, Center for Education, Division of Behavioral and Social Sciences and Education, The National Academies Press, Washington, DC, 2009, available at: www.nap.edu\/catalog.php?record_id=12190."},{"key":"bibr29-ISU-150773","unstructured":"[29] National Research Council, Successful STEM Education: A Workshop Summary, The National Academies Press, Washington, DC, 2011."},{"key":"bibr30-ISU-150773","unstructured":"[30] PattersonD. and CarlineJ., Learning from Others: A Literature Review and How-to Guide from the Health Professions Partnership Initiative, American Association of Medical Colleges, Washington, DC, 2004; Sponsored by the Robert Wood Johnson Foundation and the W.K. Kellogg Foundation."},{"key":"bibr31-ISU-150773","doi-asserted-by":"publisher","DOI":"10.1007\/s10464-010-9303-3"},{"key":"bibr32-ISU-150773","unstructured":"[32] W.K. Kellogg Foundation, Logic Model Development Guide: Using Logic Models to Bring Together Planning, Evaluation, and Action, W.K. Kellogg Foundation, Battle Creek, MI, 2004."}],"container-title":["Information Services and Use"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.3233\/ISU-150773","content-type":"application\/pdf","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/full-xml\/10.3233\/ISU-150773","content-type":"application\/xml","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/journals.sagepub.com\/doi\/pdf\/10.3233\/ISU-150773","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2025,3,11]],"date-time":"2025-03-11T07:10:45Z","timestamp":1741677045000},"score":1,"resource":{"primary":{"URL":"https:\/\/journals.sagepub.com\/doi\/10.3233\/ISU-150773"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2015,2]]},"references-count":32,"journal-issue":{"issue":"1-2","published-print":{"date-parts":[[2015,2]]}},"alternative-id":["10.3233\/ISU-150773"],"URL":"https:\/\/doi.org\/10.3233\/isu-150773","relation":{},"ISSN":["0167-5265","1875-8789"],"issn-type":[{"value":"0167-5265","type":"print"},{"value":"1875-8789","type":"electronic"}],"subject":[],"published":{"date-parts":[[2015,2]]}}}