Effects of Mentorship Using Surgical Simulation for Economically Disadvantaged High School Students

Underrepresented minority (URM) and economically disadvantaged (ED) high school students are less likely to graduate from high school or enroll in college. This institution began a structured mentorship program focusing on URM and ED students using a surgical simulation lab. The objective was to determine the effect of the mentorship program on students' pursuit of formal education after high school and perception of their ability to succeed in medicine. Methods: Students were given lectures by one attending surgeon regarding college admission requirements, overcoming socioeconomic and cultural obstacles and sources of funding for college. Thereafter, students were brought to the surgical simulation laboratory to participate in basic surgical skills. Anonymous surveys were completed before and after participation to gauge the level of self-confidence and likelihood of applying for college. Participation was voluntary. Results: Thirty-two students participated in the program. Seventy-five percent (24/32) were female. Sixty-six percent (21/32) were Latino/Hispanic and 34% (11/32) were Black/AfricanAmerican. Upon completion of the program the average survey score increased significantly for having a major chosen for college (p = 0.009), feeling more prepared for the academic obligations of college (p < 0.001) and being interested in a career as a surgeon (p < 0.001). Conclusion: Mentorship for high-risk students encourages pursuit of post-secondary education. Exposure to surgical simulation can raise a student's interest in a surgical career. Longitudinal studies are needed to determine the effects of coupling mentorship and interactive surgical simulation on high school graduation rates and the probability of obtaining a bachelor's degree.