Abstract B108: Developing and implementing an effective reflective practice toolkit on a cancer research training program

Abstract Hispanic/Latinos, Black/African Americans, Asians, American Indian or Alaska Natives, Native Hawaiians or Other Pacific Islanders, or individuals who report more than one race are underrepresented in the biomedical workforce. In order to combat this disparity, the Summer Cancer Research Institute (SCRI) was developed to train underrepresented minority (URM) students in cancer research. This study explored the feasibility and impact of reflective practices on trainees’ experience and learning outcomes within the SCRI training program. Reflective practice has been shown to increase metacognition, competency, feelings of belonging, and the sense of a scientific identity, all of which are crucial skills for URM trainees. In this study, we developed and implemented a robust toolkit to support reflective practice, which includes (1) four reflective journal entries, (2) four bi-weekly check-in discussion groups, (3) two social media posts, (4) two reflective practice seminars and (5) pre- and post-program surveys. The toolkit was utilized to actively engage trainees in reflective practices throughout their participation in the summer training program. The goals were to (1) enhance the trainees' ability to effectively use reflective practice for their learning, and (2) support and improve their overall learning experience and outcomes in the summer training program. Grounded theory was used to analyze the data collected to examine how the completion of assignments included in the toolkit impacted the overall learning experience of trainees. This involved assessing the trainees' ability to critically reflect on their assumptions and biases, expectations, previous and current experiences, perceived challenges, and personal growth throughout the program, as well as their visions for future education and professional careers. The findings from this study inform our understanding of how reflective practice toolkits can contribute to positive outcomes and resilience among individuals engaged in a cancer research training program. In this presentation, we plan to discuss the importance of reflective practice in cancer disparity research education and the specific mechanisms through which it improved the trainees’ learning experiences and outcomes. We will also share the successes and challenges in implementing the toolkit and explore the potential for our toolkit to be utilized by similar training programs. Citation Format: Emily R. Kaminsky, Yuku Chen, Lin Zhu, Carolyn Fang, SJ Dodd. Developing and implementing an effective reflective practice toolkit on a cancer research training program abstract. In: Proceedings of the 17th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2024 Sep 21-24; Los Angeles, CA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2024;33(9 Suppl):Abstract nr B108.