Helping Scholars Overcome Socioeconomic Barriers to Medical and Biomedical Careers: Creating a Pipeline Initiative
Abstract
Problem: To achieve their potential in medical and biomedical careers, students (scholars) from under-resourced backgrounds must build sophisticated skills and develop confidence and professionalism. To flourish in an advanced educational system that may be unfamiliar, these scholars also need networks of mentors and role models. These challenges can affect scholars at multiple stages of their education. Intervention: To meet these challenges, we created a broad and innovative biomedical research-focused pipeline program: the Johns Hopkins Initiative for Careers in Science in Medicine (CSM Initiative). This initiative targets three levels: high school, undergraduate, and post-baccalaureate/pre-doctoral (graduate and medical). We provide training in essential academic, research, professional, and social skills to meet the unique challenges of our scholars from under-resourced backgrounds. Scholars also build relationships with mentors who provide career guidance and support. We present an overview of the training and assessment at each level of this initiative. Context: The initiative took place at an institution located in the greater Baltimore area and that is endowed with exceptional doctoral and postdoctoral trainees, staff, and faculty including clinicians, physician-scientists, and scientists who served as key role models and mentors. Our pipeline program draws from local high school students and a local and national pool of undergraduates and post-baccalaureates prepari…
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Many institutions offer pipeline programs to address educational and social barriers to successful matriculation into health professional schools faced by economically and educationally underserved and/or URM groups.
“In response, many institutions offer “pipeline” programs, interventions addressing the educational and social barriers to successful matriculation into health professional schools faced by economically and educationally underserved and/or URM groups.8–12”
From Dreams Realized: A Long-Term Program Evaluation of Three Summer Diversity Pipeline Programs (2021) · cites this paper as [11]
One study reported durations of one week for 5th graders, eight weeks for high school students, and 10 weeks for undergraduate students.
“Notably, one study reported durations of one week for 5th graders, eight weeks for high school students, and 10 weeks for undergraduate students [6].”
From Efficacy of Early Exposure Medical Programs for Underrepresented Students: A Systematic Review (2026) · cites this paper as [6]
By promoting close guidance with individuals with shared identity, students are more likely to develop the confidence, interest, and skills to pursue higher education.
“By promoting close guidance with individuals with shared identity, students are more likely to develop the confidence, interest, and skills to pursue higher education [6,17,23].”
From Efficacy of Early Exposure Medical Programs for Underrepresented Students: A Systematic Review (2026) · cites this paper as [6]
Programs incorporating peer and faculty mentorship components demonstrated increased interest in healthcare, higher entry into medical and graduate school, and high student-reported satisfaction.
“Numerous programs have incorporated peer and faculty mentorship components, demonstrating increased interest in healthcare, higher entry into medical and graduate school, and high student-reported satisfaction [6,17,23].”
From Efficacy of Early Exposure Medical Programs for Underrepresented Students: A Systematic Review (2026) · cites this paper as [6]
Crews et al. (2020) reported that participants in the Johns Hopkins Initiative for Careers in Science and Medicine (CSM) in Maryland improved students' academic achievement and is characterized as such by its relatively high matriculation rates of UR students into college (83%) and graduate science, technology, engineering, math, and medicine (STEMM) programs (42%).
“Crews et al. (2020) reported that participants in the Johns Hopkins Initiative for Careers in Science and Medicine (CSM) in Maryland improved students' academic achievement and is characterized as such by its relatively high matriculation rates of UR students into college (83%) and graduate science, technology, engineering, math, and medicine (STEMM) programs (42%).”
From Pathway to Medicine and Health Programs Revisited: Outcomes and Institutional Adaptations in Greater Philadelphia and Beyond (2026) · cites this paper as Crews et al., 2020
Other programs emphasized interdisciplinary coursework, research-intensive learning, and faculty-led seminars to strengthen students' academic competencies.
“Other programs emphasized interdisciplinary coursework, research-intensive learning, and faculty-led seminars to strengthen students' academic competencies (Crews et al., 2020).”
From Pathway to Medicine and Health Programs Revisited: Outcomes and Institutional Adaptations in Greater Philadelphia and Beyond (2026) · cites this paper as Crews et al., 2020
Cites
Carlone, H. B., & Johnson, A. (2007) · Journal of Research in Science Teaching · doi:10.1002/tea.20237 · Cited by 2,433 · see citing works
Salto, L. M., Riggs, M. L., Delgado De Leon, D., Casiano, C. A., & De Leon, M. (2014) · PLoS ONE · doi:10.1371/journal.pone.0108497 · Cited by 129 · see citing works
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Dreams Realized: A Long-Term Program Evaluation of Three Summer Diversity Pipeline Programs
Stephenson-Hunter, C., Strelnick, A. H., Rodriguez, N., Stumpf, L. A., Spano, H., & Gonzalez, C. M. (2021) · Health Equity · doi:10.1089/heq.2020.0126 · Cited by 28 · see citing works
Bright, D., Hughes, S., & Muir, R. (2026) · Education Sciences · doi:10.3390/educsci16010170 · Cited by 1 · see citing works
Efficacy of Early Exposure Medical Programs for Underrepresented Students: A Systematic Review
Jaganathan, N., Guntaka, R., Goel, V., Odo, N., Sun, Z., & Arthur, M. E. (2026) · Cureus · doi:10.7759/cureus.109396
- Authors
- Crews, D. C., Wilson, K. L., Sohn, J., Kabacoff, C. M., Poynton, S. L., Murphy, L. R., Bolz, J., Wolfe, A., White, P. T., Will, C., Collins, C., Gauda, E., & Robinson, D. N.
- Affiliations
- Johns Hopkins University (US)
- Corresponding author
- Robinson, Douglas N.
- ORCID
- Venue
- Teaching and Learning in Medicine
- Publisher
- Informa UK Limited
- Published
- 2020-02-25
- Volume
- 32
- Issue
- 4
- Pages
- 422-433
- ISSN
- 1040-1334 (ISSN-L)
- 1532-8015
- OpenAlex
- W3008059337
- Cited by
- 41
- References
- 2
- Citations by year
- 2026: 9 · 2025: 4 · 2024: 7 · 2023: 8 · 2022: 8 · 2021: 3 · 2020: 2
- FWCI
- 6.76
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teaching and Learning in Medicine (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Thomas Wilson Foundation, the United Way of Central Maryland
- Johns Hopkins School of Medicine
- the School of Medicine
- the Brancati Center for the Advancement of Community Care
- Health Resources and Services Administration (#D18HP29037)
- Private Donors
- Topics
- Social Sciences › Safety Research › Career Development and Diversity
- Social Sciences › Gender Studies › Diversity and Career in Medicine
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Health and Medical Research Impacts
- Keywords
- socioeconomic barriers, medical careers, mentoring, role models, academic skills training, career confidence, high school students, undergraduate students, post-baccalaureate programs, medical school matriculation, program evaluation
- MeSH terms
- Career Choice, Education, Premedical, Female, Humans, Male, Mentors, Minority Groups, Socioeconomic Factors, Baltimore, Cultural Diversity, Biomedical Research
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