Mentoring in Medicine Summer Health and Science Program Impact Study

Authors

Jonathan Zhang and Jonathan Sonstein

Abstract

Our study evaluated the effectiveness of the Mentoring in Medicine (MIM) Summer Health and Science Program in strengthening students’ motivation, STEM identity, self-efficacy, and collaboration across grade levels. The program took place from July 14th to August 7th, 2025, in Fredrick Douglass Academy in Harlem, New York, serving approximately 50 middle and high school students from Central Harlem. Designed to address educational inequities in Harlem, NY, the program works with middle school students through hands-on health science labs, STEM projects, gaming leagues, and public health campaigns. Using pre- and post-program survey data from middle school students in the Bronx, the study found that the program fostered measurable growth in four key areas: Motivation and Engagement, STEM Beliefs and Identity, Self-Directed Learning Skills, and Social and Collaborative Skills. Students reported notable gains in Motivation and Engagement and STEM beliefs and identity, with 9th graders showing the sharpest rise in motivation (26.79% increase). Self-Directed Learning skills also improved consistently, with 7th graders displaying the highest increase (21.02%). While changes in Social and Collaborative Skills were less pronounced, they were still positive overall. The high ratings for Program Material & Content and Program Delivery & Facilitation further reinforced the positive impact. These findings highlight the transformative potential of community-driven, hands-on STEM programs in bridging opportunity gaps for historically marginalized youth. By connecting science learning to real-world health issues, the MIM Summer Health and Science Program not only enhances students’ social-emotional skills but also cultivates an interest in STEM and health-related careers.

Keywords–  Mentoring in Medicine, MIM Summer Health and Science Program, Motivation and engagement, STEM beliefs and identity, Self-directed learning skills, Social and collaborative skills, Underserved youth

INTRODUCTION

Out-of-school time (OST) programs have long been recognized as critical spaces for fostering academic growth, creativity, and personal development outside the traditional classroom. In particular, programs that integrate science, technology, engineering, and mathematics (STEM) into their design provide students with opportunities to build curiosity, confidence, and practical skills that may not be cultivated during regular school hours. For middle and high school students, this exposure is especially significant: adolescence is a formative period when young people begin to imagine future careers, develop self-efficacy, and solidify their academic identity. As New York State OCFS (Office of Children and Family Services) Commissioner Harris‐Madden explains, these programs offer a “variety of pro-social experiences and positive youth development opportunities to include the arts, academics, sports, and college/career exploration.” (8) OCFS’s Deputy Commissioner Nora Yates adds that funding these programs will provide “high-quality afterschool academic support and enrichment vital to enabling our children and youth to reach their full potential and keep them.” (8) Effective OST programs can therefore play a pivotal role in reducing achievement gaps and inspiring students to pursue STEM pathways.

These opportunities are particularly important in Central Harlem of New York City, which faces persistent educational and health disparities. Many communities in the Bronx are underserved and under-resourced, with schools often lacking access to enrichment opportunities available in other parts of the city. Students in these neighborhoods experience inequities compounded by broader social determinants of health, including food insecurity and limited access to safe recreational spaces. Such barriers are reflected in lower standardized test scores, reduced graduation and college enrollment rates, and fewer structured opportunities for STEM engagement. As a result, there is a pressing need for interventions that not only improve academic skills but also build motivation, resilience, and a sense of belonging in STEM.

The Mentoring in Medicine (MIM) Summer Health and Science Program, as part of the NYC Summer Rising initiative, was designed to ignite student curiosity about healthcare careers, strengthen academic readiness, and promote healthy lifestyles.  The goal was to provide students with hands-on experience, community-oriented learning experiences that made science and health topics engaging, relevant, and fun. From July 14th to August 7th, 2025, a three-week program was held at Frederick Douglass Academy (2581 Adam Clayton Powell Jr Blvd, New York, NY 10039), serving approximately 50 middle and high school students from PS 46, PS 123, PS 161, and other District 5 schools in Central Harlem. The program featured three 90-minute classes that combined STEM learning, health education, and creative expression. 

The program focuses on real-world application and student leadership across multiple domains. In health and anatomy labs, students explore the body systems, practicing skills like measuring heart rates (resting and active), performing CPR on manikins, and using stethoscopes to auscultate body sounds. In addition, students participated in an”Organ Party” where they examined animal organs such as hearts, eyes, and kidneys, deepening their understanding of anatomy and physiology. These experiences foster competence and self-efficacy as well as students’ interest in biomedical careers. Silent health care videos and public health campaigns encourage students to engage in critical thinking, research, and collaborative problem-solving while addressing real issues affecting their communities. Students designed digital posters and animations using Canva and Scratch to raise awareness about key public health issues such as nutrition, hygiene, and physical fitness. Cooking labs connect STEM learning to health equity, particularly the challenge of food insecurity. In a creative “Pancake Math Lab,” students learned about fractions, measurement, and ratios by preparing pancake recipes — an engaging way to apply mathematics to real-world problem-solving. Students engaged in interactive competitions and games through student-led gaming and sports leagues designed to foster teamwork, leadership, and responsibility. Through Nintendo’s CodeMaker platform, students created their own video games that incorporated health and science themes, learning the basics of logic, sequencing, and user experience design. As the program concluded, students reflected on their growth and expressed appreciation to staff and peers by creating thank-you cards, reinforcing social-emotional learning and community values. Together, these aspects of the program offer students a multidimensional platform to apply STEM in ways that are meaningful and relevant to their lives. The programming aligns with the New York State OCFS program standards and statewide PQA (Program Quality Assessment) tools, which reflect the Positive Youth Development (PYD) framework. (9) PYD is a strengths-based approach that emphasizes building supportive relationships, fostering youth autonomy, and promoting skill development across cognitive, social, emotional, and civic domains. Rather than viewing the youth as problems to be solved, PYD views the youth as resources to be developed and thrive when they experience consistent support, opportunities for leadership, and meaningful engagement in hands-on learning. (10)

The purpose of this study was to evaluate the effectiveness of the MIM Summer Health and Science Program in promoting student growth across four core areas: Motivation and Engagement (intrinsic interest, fascination, and innovative thinking in STEM), STEM Beliefs and Identity (self-efficacy, competency beliefs, and valuing of STEM), Self-Directed Learning Skills (goal-setting, time management, and adaptability), and Social and Collaborative Skills (leadership, collaboration, and sense of belonging). Using pre- and post-program survey data, we sought to identify the program’s areas of greatest impact, explore differences across grade levels, and highlight strengths to inform the development of future programming.

MATERIALS AND METHODS

Study Design and Administration

This research employed a retrospective pre/post survey design to evaluate the effectiveness of the MIM Summer Health and Science Program on middle school students. The survey was designed to explore the student ratings on a Likert scale of various components adapted from validated OST and educational questionnaires. The collected data included demographic information;  program material & content; program delivery & facilitation; motivation and engagement; STEM beliefs and identity; self-directed learning skills; and social and collaborative skills. The survey was distributed to Harlem middle school students at the end of the MIM summer programs at Frederick Douglass Academy. 

Data Analysis

The data were compiled and analyzed using Excel. Descriptive statistics were used to summarize the demographic characteristics and encode the Likert scale ratings (strongly disagree to strongly agree) into numerical values ( 1 – 5 ). The data were sorted into grade levels that the students would be entering in the Fall (7th, 8th, and 9th). Percent change in average rating from before and after the program on the various questions was calculated and graphed, followed by statistical analysis to determine any significant changes after the program. 

RESULTS

A total of thirty-three students (n = 33) from grades 7 through 9 completed the program survey (Table 1), with an even split by gender (17 females and 17 males). Most participants identified as Black or African American (73.5%), and over half  (58.8%) reported Hispanic, Latino, or Spanish origin. About half  (48.48%) of the students were entering 7th grade, a third of the students were entering 8th grade, and about a fifth (18.18%) of the students were entering 9th grade. 

Table 1. Demographics of Study Characteristics. This table presents the distribution of key demographics in our survey study. Data are categorized by age, grade, gender, race, and ethnicity.

*Note: Participants could select more than one race, so the percentages may not add up to 100%.

Program Effectiveness

Students expressed strong approval of both the program content and its delivery. As shown in Figure 1, average response ratings were consistently above 4.0 on a 5-point scale (4.216 in program material & content and 4.363 in program delivery & facilitation). Although all grades rated the program highly, 8th graders gave slightly higher ratings (4.364 in program material & content and 4.364 in program delivery & facilitation) compared with 7th and 9th graders (4.104 and 4.167, respectively in program material & content and 4.000 and 4.167, respectively in program delivery & facilitation), suggesting the material may have resonated especially well with that group. 

Figure 1. Program Effectiveness by Grade. Distribution of survey responses for program material & content and program delivery & facilitation across grade levels. Each bar represents the average response rating of the measured components.

Survey findings revealed noticeable growth across the four key areas the program aimed to address (Figure 2). The most consistent gains appeared in Motivation & Engagement and STEM Beliefs & Identity (17.9% increase in 7th graders, 16.38% in 8th graders, and 26.79% in 9th graders). 9th graders showed the sharpest rise in motivation with a 26.79% increase, while 7th graders reported the greatest improvements in self-directed learning with a 21.02% increase. In contrast, changes in social and collaborative skills were more modest overall (6.17% in 7th graders and 12.12% in 9th graders), with 8th graders reporting a slight decrease of -1.52%.

Figure 2. Evaluation of Program by Grade. Distribution of survey responses for motivation & engagement, stem beliefs & identity, self-directed learning skills, and social & collaborative skills across grade levels. Each bar represents the percent change in average response rating before and after the program of the measured components. 

Students rated both program content and instruction very positively (Figures S1–S2). They agreed that the topics were engaging, that they were exposed to material they had not encountered in school, and that the activities were easy to follow (with average ratings of 4.324, 4.412, and 3.912, respectively). Instructional delivery was also praised: students noted that instructors were clear in their explanations, felt supported during activities, and made learning fun through hands-on activities (with average ratings of 4.324, 4.441, and 4.324, respectively).

Motivation and Engagement 

Motivation increased across grade levels after program participation (Figure S3). Students reported being more eager to explore new areas of science, with an overall increase of 16.9% (p = 0.002). They also indicated greater anticipation for participating in health science labs, gaming activities, and video projects, with an overall rise of 16.91% (p = 0.001). This effect was particularly notable among 8th graders, who recorded a 20% gain (p = 0.011). 

Stem Beliefs and Identity

Students also demonstrated stronger confidence in their STEM abilities (Figure S4). The percentage reporting confidence in performing hands-on medical tasks (such as taking vital signs or administering CPR) increased by 14.17% (p = 0.024). Similarly, belief in their ability to conduct online research rose by 11.54% (p = 0.049), and the sense that they could apply classroom learning to real-world problems improved by 8.70% (p = 0.016). Among 7th graders, the increase in applying what they learned to practical problem-solving was particularly striking (11.76%, p = 0.040).

Self-Directed Learning Skills

Growth in independent learning skills was another key outcome of the program (Figure S5). Across all grades, the ability to plan and complete assignments with minimal assistance rose by 11.97% (p = 0.025). 7th graders again showed the largest shift, with a 21.43% increase (p = 0.014). Students also indicated they were better able to adjust their projects when initial ideas did not work, although this varied more by grade level.

Social and Collaborative Skills

Findings related to teamwork were mixed (Figure S6). Overall, students reported modest increases (5–10%) in listening to teammates’ ideas and feeling a sense of inclusion during group work. 9th graders reported the most improvement, while 8th graders showed little change and, in some cases, slight declines.

DISCUSSION

The purpose of this study was to evaluate the effectiveness of the Mentoring in Medicine (MIM) Summer Health and Science Program in strengthening students’ motivation, STEM identity, self-efficacy, and collaboration across grade levels. The results demonstrate that the program effectively fostered measurable growth in students’ confidence, engagement, and independent learning. 

Participants reported notable gains in both Motivation and Engagement and STEM Beliefs and Identity, suggesting that MIM successfully made science more meaningful and accessible. The strongest improvements were seen among 9th graders, who showed a 26.79% increase in motivation—indicating that students entering high school may be especially receptive to hands-on, career-focused STEM enrichment. This pattern aligns with prior findings that experiential learning is most impactful when students begin linking classroom content to real-world relevance and future goals (1, 2). 

Students also demonstrated increased STEM self-efficacy, reporting greater confidence in their ability to perform health-related tasks, such as taking vital signs or conducting CPR, and to independently research topics for their public health campaigns. These outcomes reflect one of the program’s central goals: empowering Harlem youth—many of whom lack access to labs, mentors, or biomedical experiences—to see themselves as capable contributors rather than passive observers. Building competence in practical skills reinforces identity formation and helps students imagine future careers in science and medicine. This aligns with self-efficacy theory, which emphasizes that mastery experiences and supportive feedback are key drivers of confidence and persistence in STEM learning (3). For students in under-resourced communities, these hands-on experiences can be transformative, especially when paired with projects that connect science to local health and social issues affecting their neighborhoods. 

The Self-Directed Learning domain showed consistent improvement, with 7th graders displaying the highest increase (21.02%). This suggests that early exposure to programs like MIM may be particularly effective in shaping independent learning habits and executive functioning skills such as planning, organization, and adaptability. Students’ ability to adjust their projects when initial ideas did not work reflects the development of resilience and growth mindset—skills linked to long-term academic success (4). These findings also resonate with literature showing that student-led learning fosters autonomy, perseverance, and self-regulation, all of which are essential for sustained engagement in STEM. 

Changes in Social and Collaborative Skills were less pronounced but still positive overall. 9th graders demonstrated meaningful growth (12.12%), suggesting that older students may have been more comfortable taking leadership roles and expressing their ideas during group activities, while 8th graders showed minimal change or slight declines. This variation could be related to developmental differences in communication or group dynamics, as research indicates that adolescents’ comfort with teamwork evolves with age (5). While these results highlight an area for potential improvement, the upward trend across other domains suggests that collaboration can be further strengthened through structured, team-based reflections and rotating leadership opportunities. Literature on social-emotional learning supports the idea that intentionally building community and belonging enhances teamwork, empathy, and shared responsibility—all vital components of STEM persistence (6). 

The high ratings for Program Material & Content and Program Delivery & Facilitation further reinforce the positive impact of the MIM Summer Health and Science Program. Students praised the lessons for being engaging, clear, and relevant, with average response ratings above 4.0 on a 5-point scale. Many students wrote in their end-of-program feedback that they “learned things we don’t get at school,” and felt “more confident about science and healthcare” after the experience. These reflections emphasize the importance of strong instructor support, culturally responsive pedagogy, and active learning opportunities. When students are given space to experiment, ask questions, and apply what they learn to authentic community issues, their motivation and sense of belonging in STEM deepen substantially (2, 4). These outcomes occurred in a predominantly Black and Hispanic student population from the Bronx—communities that continue to face significant inequities in educational opportunity. Systemic barriers such as underfunded schools, limited access to enrichment programs, and structural challenges tied to poverty and food insecurity contribute to academic disparities and higher dropout risks. Scholars have also linked these inequities to broader patterns like the school-to-prison pipeline, where limited academic engagement can perpetuate cycles of disempowerment (7). 

The MIM Summer Health and Science Program directly counters these systemic forces by offering a constructive, future-oriented environment that promotes academic success, wellness, and leadership. For many participants, exposure to medical and health sciences not only expanded their horizons but also inspired aspirations toward professions where their communities are historically underrepresented. These results underscore the importance of continuing and expanding programs like MIM, which blend medical exposure, community-based projects, and student autonomy. The combination of personal relevance—connecting science to students’ own experiences—and active engagement through hands-on inquiry appears especially powerful for adolescents in underserved areas. For students in under-resourced Bronx schools, MIM served as both a supplement to formal instruction and a catalyst for self-confidence, curiosity, and long-term career aspirations. 

Although the study’s small sample size (n = 33) and self-reported design limit generalizability, the consistency of the positive trends is compelling.  Future research should adopt a longitudinal, mixed-methods approach to assess whether the observed increases in motivation and confidence persist over time and translate into enrollment in advanced STEM courses, internships, or health-related college majors. Incorporating qualitative interviews and mentor feedback could also illuminate how interpersonal relationships, teamwork, and identity evolve after participation. 

CONCLUSION

By integrating science, technology, art, and wellness, the MIM Summer Health and Science Program provided a model for experiential learning that supports both academic achievement and personal growth. Our findings highlight the transformative potential of community-driven, hands-on STEM programs in bridging opportunity gaps in urban education. By combining structured mentorship, real-world relevance, and student-led learning, MIM helps reimagine what effective science education can look like for historically marginalized youth. This study affirms that when Harlem students are given access to authentic, culturally relevant learning experiences, they not only strengthen their academic and social skills but also begin to envision themselves as future scientists, healthcare professionals, and community changemakers. 

Acknowledgments

We thank Mentoring in Medicine Inc. for providing the resources and leadership necessary to collect sufficient data for analysis and to synthesize this data into a coherent paper. 

References

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Appendix/Supplemental Figures

Figure S1. Program Delivery & Facilitation Response Rating by Grade. Distribution of survey responses for program delivery & facilitation survey question responses across grade levels. Each bar represents the average response rating of the measured components.

Figure S2. Program Material & Content Response Rating by Grade. Distribution of survey responses for program delivery & facilitation survey question responses across grade levels. Each bar represents the average response rating of the measured components.

Figure S3. Motivation & Engagement by Grade. Distribution of survey responses for motivation & engagement survey question responses across grade levels. Each bar represents the percent change in average response rating before and after the program of the measured components. 

Figure S4. STEM Beliefs & Identity by Grade. Distribution of survey responses for STEM beliefs & identity survey question responses across grade levels. Each bar represents the percent change in average response rating before and after the program of the measured components. 

Figure S5. Self-Directed Learning Skills by Grade. Distribution of survey responses for self-directed learning skills survey question responses across grade levels. Each bar represents the percent change in average response rating before and after the program of the measured components. 

Figure S6. Social & Collaborative Skills by Grade. Distribution of survey responses for social & collaborative skills survey question responses across grade levels. Each bar represents the percent change in average response rating before and after the program of the measured components.