Jonathan Lio, H Barrett Fromme, Hongmei Dong, Ivy Jiang, Renslow Sherer
When educators are locked down: transitioning an international faculty development program from in-person to online during the COVID-19 pandemic in China
MedEdPublish (2016)
march 2020 covid19 pandemic forced many person undergraduate research experiences ures pivot remote online training investigate covid19 quarantine disrupted student ure outcomes time current study examines building infrastructure leading diversity build promoting opportunities diversity education research poder ure outcomes across different platforms inperson remote hybrid models comparing student survey data 2019 2021 participants consisted three cohorts 2019 n 26 students 2020 n 33 2021 n 34 build poder summer jumpstart program sjs aims increase diversity science technology engineering mathematics stem recruiting mostly underrepresented students conducted person 2019 remotely 2020 using hybrid model 2021 students completed online survey first last day fourweek sjs program used oneway mixed anova models analyze cohort time pretest vs posttest scores interaction cohort time research selfefficacy sense belonging mentor relationship mentee knowledge health stress student program satisfaction measures despite platform changes student scores increased significantly time measures significant main effect time research selfefficacy sense belonging mentor relationship mentee knowledge health assessment stress management findings indicate ure programs implemented remotely using hybrid format provide students experiences similar inperson ure programs addition remote ures may provide added benefits compared inperson programs instance remote ures could engage historically minoritized students may experience barriers access workfamily commitments financial constraints geographic limitations