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Supporting underrepresented students in health sciences: a fuzzy cognitive mapping approach to program evaluation.

Danielle F Chiang1, Scott A Guerrero2, Emma C Sexton3

  • 1The University of Missouri, Institute for Human Development, 5306 Holmes Street, Kansas City, MO, 64110, USA. chiangd@umkc.edu.

BMC Medical Education
|March 21, 2024
PubMed
Summary

Fuzzy cognitive mapping identified key supports like mentorship and workshops that enhance student success in health sciences programs. However, time constraints and external stressors present significant challenges for students from low-income backgrounds.

Keywords:
Dentistry educationFuzzy cognitive mappingHealth sciencesMedicine educationMentoringMixed-methodsPharmacy educationPipelineStudent retention

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Area of Science:

  • Health professions education research
  • Educational psychology
  • Socioeconomic factors in education

Background:

  • The Students Training in Academia, Health, and Research (STAHR) Program at UMKC supports low-income students facing educational challenges.
  • The program aims to improve student entry, persistence, and graduation rates in health sciences degrees.
  • Fuzzy cognitive mapping (FCM) was used to gather student input for program enhancement and equity.

Purpose of the Study:

  • To assess program implementation strengths and weaknesses using student-generated Fuzzy Cognitive Maps.
  • To understand factors influencing student success in a health sciences program, particularly during the COVID-19 pandemic.
  • To incorporate student voices for improving educational environments and program outcomes.

Main Methods:

  • Conducted Fuzzy Cognitive Mapping sessions with 52 students in the 2020-2021 STAHR cohort.
  • Coded student-generated FCM maps to identify key themes and relationships.
  • Utilized confirmatory factor analysis to validate the coded mapping data.

Main Results:

  • Mentorship, workshops, and social support were identified as crucial facilitators for students pursuing health sciences degrees.
  • Lack of time, challenges with remote learning, and external stressors were significant barriers to student success.
  • FCM analysis highlighted the impact of socioeconomic factors and the pandemic on student academic trajectories.

Conclusions:

  • Fuzzy cognitive mapping provides a valuable, innovative method for understanding student experiences in academic programs.
  • Incorporating student perspectives through FCM can lead to more effective and equitable educational strategies.
  • The study underscores the importance of addressing systemic barriers faced by low-income students in health sciences.