disease research project high school

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The Great Diseases: Bringing Biomedical Science to the High School Classroom

Project Website(s)

• http://sites.tufts.edu/greatdiseases/
• https://tedxbeaconstreet.com/videos/science-isnt-boring-when-it-focuses-on-students-health/

Project Description

• Dissemination
• Evaluation(s)
• Additional Info

The goal of the Great Diseases curriculum is to engage high school students with the science behind their real world experiences. To do this, Tufts scientists and Boston Public School (BPS) teachers have collaborated to bring together the content knowledge and pedagogical skill needed to design such a curriculum. Each module consists of a 6-week course addressing topics related to a specific disease.

• Infectious Disease
• Neurological Disorders
• Metabolic Disease

Curriculum materials for each module include a teacher primer; teacher lesson plans, with minute-by-minute guidance each lesson; classroom materials for each lesson, generally including a powerpoint slide deck with embedded videos, handouts, activity materials, worksheets, and answer keys; and unit assessments. To prevent student access to assessments and the like, teacher curriculum material downloads are password-locked; request access by filling out the form to the right or  contact us  for a login.

We offer free module-specific teaching support upon request.  Connect with a scientist partner  for Just-In-Time support, and/or browse our  professional development offerings  for  online courses and  in-person workshops .

The  student site  for Great Diseases offers students immediate access to student workbook readings for each module, as well as a searchable glossary, links to recommended news items, related multimedia, and more.

In 2014 most job growth is occurring in fields that require the ability to think analytically and solve problems about science, technology, engineering and mathematics (STEM) topics, particularly life sciences and IT, while 90% of those life science jobs are in health-related fields The same analytic and evaluative skills required to participate in the life science-health workforce are required for managing one’s health care. Unfortunately US adults lack these capacities, so many STEM jobs in these fields go unfilled and more than 45% of the US population, particularly from underserved communities cannot manage their own health care effectively.

It is clearly critical to educate young people in these skills, and high school, which is the last place entire cohorts of the US population gather to learn together, is an obvious venue. In response we have partnered with teachers to develop a curriculum ‘The Great Diseases’ focused on diseases of global significance targeted to 10th-12 th graders. No curriculum can be successful unless teachers have the skills to teach it, so we have also developed a professional development program in which scientists mentor teachers how to translate the science content of the curriculum into their classrooms. Teachers who participated were able to significantly increase student engagement and analytical and problem-solving abilities, as well as improve their confidence in learning about this kind of material – a critical element of health literacy. Importantly these gains occurred in a large number of diverse schools and were independent of teacher and also the gender and ethnicity of their students.

In this project we aim to capitalize on the partnerships and evaluation tools we have used successfully to create the curriculum and professional development model, to expand the scope of the curriculum by creating new activities more directly focused on the critical thinking skills we want to foster, and by expanding into new target audiences.

We will therefore accomplish the following goals:

• We will promote the analytical skills required for workforce preparation and health care management by developing three extensions to the core GD curriculum that will help teachers: address complex topic; stimulate claims evaluation related to health science research and identify valid new material they can incorporate into lessons to keep their curriculum current.
• We will expand dissemination of the curriculum to pre-service teachers in collaboration with Bridgewater State University, the major provider of STEM and health education in Massachusetts by developing graduate level courses that will contextualize the content to classroom practice.
• We will promote dissemination of the curriculum to in-service teachers nationwide by combining the curriculum and mentorship into a web-based course that combines online learning and virtual interactions between teachers and mentors. Then, in collaboration with Teach for America we will provide the course to teachers who work in challenging environments in urban or rural areas.
• We will evaluate the effectiveness of the program as well as knowledge gains and critical thinking abilities in program participants (teachers and their students).

The proposed project is significant because it provide teachers with the skills to engage students and improve their abilities to think analytically about key issues in health-related science, thereby fostering workforce preparation and health literacy.

The proposed project is innovative because The Great Diseases program provides a model for how interactions between medical school scientists and teachers can influence curriculum and teacher development. It is also innovative because combining the curriculum and mentorship program into a web-based resource removes barriers can be disseminated nationwide.

Dissemination Strategies

Professional development for pre-service and in-service teachers in collaboration with schools of Education at Bridgewater State University, MA; Lesley University, MA; Teach for America; and Math for America. Materials available via website.

Project Evaluation(s)

Program evaluation by Russell Faux, Ed.D., Davis Square Associates, 119 College Ave, Ste 41, Somerville MA.

Resources for Sharing

• Full range of curricular materials available via website (http://sites.tufts.edu/greatdiseases/).
• Training via professional development courses and on-line (see project website).
• Internships available for undergraduates and graduate students who are (a) science education students wishing to gain experience in curriculum development (b) scientists wishing to gain experience in science education.

Additional Information

• Publications
• Jacque B, et al. , (2013). The Great Diseases Project: A partnership between Tufts Medical School and the Boston Public Schools to bring cutting edge biomedical sciences into the high school classroom. Acad. Med. 88: 620-625. PMCID: PMC4281152.
• Meiri KF, Jacque B, and Wyss JM. (2013) Putting Health Science into Health Education. Science . 341(6142): p. 128. DOI: 10.1126/science.341.6142.128-a. PMID: 23846889.
• Malanson K, Jacque B, and Meiri, KF. (2014) Modeling for Fidelity: Virtual mentorship by scientists fosters teacher self-efficacy and promotes implementation of novel high school biomedical curricula. PloS One . 9(12): e114929. PMCID: 4281152. Epub 2014 Dec 31.
• Jacque B, Koch-Weser S, Faux R, and Meiri KF. (2016). Addressing health literacy challenges with a cutting-edge Infectious Disease curriculum for the high school biology classroom.  Health Education and Behavior 2016 Feb;43(1):43–53. doi: 10.1177/1090198115596163. Epub 2015 Jul 20.

Project Photos

Project Audience

High school biology and health science teachers; graduate students; high school students

Subjects Addressed

Infectious disease, metabolic disease. neurological disorders, cancer, decoding primary biomedical literature

Associated SEPA Project(s)

Associated Educational Resources

Associated SEPA News

• Project Information
• Meiri, Karina, PhD Role: PI / Project Leader Phone: 617-636-2445 Fax: 617-636-6536 Email: karina.meiri@tufts.edu
• Jacque, Berri, PhD Role: Co-PI Phone: 413-478-8205 Email: Berri.Jacque@tufts.edu

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Free High School Curriculum

Approachable, innovative, and life-relevant content, designed to improve science engagement and health literacy..

Co-developed by teachers and scientists, The Great Diseases curriculum provides a biological framework for students to learn high school biology in a more relevant and immediate context. The curriculum was designed for high school science classrooms, but can be adapted for different courses, including General Biology, Honors Biology, CP Biology, Elective Biology, AP Biology, Anatomy, Physiology, Health Science, Pathophysiology, Biomedical Science, and Introductory College Courses. Each module includes teacher manuals with learning objectives, key discussion points, and activity guidance, as well as 135+ ready-to-teach lessons, comprising of PowerPoint slides, lesson plans, student worksheets, labs, games, and case studies. A full module runs for 6-8 weeks of classroom time.  Explore our modules below,  and  request access here.

To help support teachers who are using the Great Diseases Curriculum in their virtual classrooms, we have begun to modify some of our favorite activities from the curriculum to be used virtually. It is our hope that these modified activities can be used by teacher with minimum prep work, while still being hands-on and engaging for students. Explore our Virtual Activities and check back soon for updates to the other modules.

COVID-19: The Great Pandemic of 2020

Our newest module provides students with a comprehensive understanding of the ongoing pandemic to help them make informed decisions about their behavior and health, and share their knowledge with their families and communities.

Online Courses for Educators

Interested in teaching The Great Diseases but the content is new to you? We offer online mini-courses for graduate and continuing education credits. Summer registration is open!

Materials for Students

For teachers ready to use the curriculum, click below to visit the Student Portal , which provides access to the Student Workbook for each module, as well as other helpful references and resources.

Additional Teaching Support

Curious about current health topics? Want to learn more about our curriculum?

Want an in-person experience to become familiar with The Great Diseases?

Interested in one-on-one mentorship and collaboration with our research team?

Great Diseases Community

We’ve made it easier for any teachers looking for resources and support to find us by establishing a multi-platform social media presence. Follow our accounts to stay up-to-date on Great Diseases and science education news, learn about breakthroughs in health sciences, discover new resources, and discuss lesson planning with our global network of teachers and scientists.

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• Exploring Genetics Through Genetic Disorders

Unit Overview

Exploring Genetics Through Genetic Disorders is a three-week, comprehensive genetics curriculum unit that aligns with the Next Generation Science Standards (NGSS). Through paper-based and interactive multimedia lessons, the unit engages students in using models, analyzing skill-level appropriate data from published research, establishing cause and effect relationships, and constructing explanations.

• Complete Genetics curriculum unit
• NGSS-aligned
• In-depth materials for exploring more than 25 real alleles that cause 5 different genetic disorders
• Real data, re-packaged in a way that is easy for students to work with

Suggested Sequence

The unit’s resources were designed to be used in any order, with or without outside lessons. However, we hope you will consider the suggested sequence below. It pulls together the unit’s resources in a way that builds understanding of the mechanisms connecting DNA variations—through effects on proteins, cells, tissues, and organs—to phenotypes.

Step 1: Introduce Traits

GUIDING QUESTION: What shapes the characteristics of all living things?

Step 2: Introduce Genetic Disorders as Traits; Assign Alleles

GUIDING PHENOMENON: Genetic disorders are also traits that vary. Individuals with the same alleles can exhibit different phenotypes.

• Variations in genes lead to variations in traits. Genes code for proteins that shape characteristics at the cellular, tissue, and organism levels.
• Genetic disorders are traits that vary, and they are influenced by the environment. Different alleles have different effects, and even people with the same alleles can have different phenotypes (characteristics).
• When scientists study what happens when a gene is not working correctly, they learn more about the regular function of that gene.
• Distribute one Lab Notebook and one unique Allele Profile to each student (or pair).
• Tell students that for the rest of the unit they will learn about basic concepts, then apply what they learn to their assigned allele. The Lab Notebook will be their guiding framework.
• Have students visit the appropriate genetic disorder page on Learn.Genetics. They should watch the video there, then use their Allele Profiles to fill in the Basic Information section of their Lab Notebooks.
• To help students understand that each allele profile is different, have them compare page 1 of their Allele Profile with a classmate’s.
• You may want to use the Demo Lab Notebook to help students understand what information they should fill in.
• Alpha-1 Antitrypsin Deficiency (pdf)
• Cystic Fibrosis (pdf)
• Hemoglobin Disorders (pdf)
• Hemophilia (pdf)
• Marfan Syndrome (pdf)
• Alpha-1 Antitrypsin Deficiency
• Cystic Fibrosis
• Hemoglobin Disorders
• Marfan Syndrome
• Print the alleles for each disorder on a different color. To save paper, make laminated class sets.
• Hemophilia and hemoglobin disorders are more challenging than the others.
• Within each genetic disorder, Allele #1 is the easiest, and they get more challenging as the numbers go up. You can find more details about each allele in the teacher guide.
• For some disorders, Allele #6 is a bonus. These are meant for students who need an extra challenge, or after they have finished the work for another allele.
• You can hand out the entire Lab Notebook all at once, or in sections as the class progresses through each step.

Step 3: Explore Foundational Content and Apply it to Assigned Alleles

• Complete the activities as a whole group. Follow the links for details and implementation suggestions.
• Their assigned Allele Profile
• The web page for their assigned genetic disorder
• Activities in the corresponding section of the student page on Learn.Genetics (to review as needed)

3a. Mutations and Alleles Foundational Content GUIDING QUESTION: How did the disorder-causing allele arise?

3b. Inheritance Foundational Content GUIDING QUESTION: How is the disorder-causing allele inherited?

3c. Protein Function Foundational Content GUIDING QUESTION: How do genes, and the proteins they code for, cause the disorder?

Parallel section headings on (1) the student page on Learn.Genetics, (2) Allele Profiles, and (3) Lab Notebook keep students oriented.

Step 4: Other Factors

GUIDING QUESTION: How can other genes and environmental factors influence the disorder?

• Through proteins, the information in genes shapes characteristics at the cellular, tissue and organismal levels.
• Environmental factors and variations in other genes interact with disease-causing alleles to produce a range of phenotypes.
• Treatment for a disorder may include any combination of managing environmental factors, medically treating symptoms, or compensating for a missing or altered genetic factor.
• (optional) Revisit and discuss What is an Environmental Factor?

Step 5: Putting it All Together

• Students should already have the information they need in their Lab Notebooks; they just need to find it and fill it in here.

• Their Cause & Effect statements
• Their genetic disorder web page
• Any other relevant section in their lab notebooks
• Each allele is different at the DNA level, because they came about through different mutations. Encourage students to focus on where in their gene the mutation is, and the type of change it causes in the protein.
• Some alleles of the same gene can affect different cell and tissue types, leading to a different set of symptoms at the organism level.
• For all the genetic disorders, some alleles cause more severe symptoms than others.
• There are differences in the data graphs in each Allele Profile. It may be useful to have students compare their data graphs and relate them to the one on the genetic disorder web page.

• A gallery walk of the similarities and differences charts created for each disorder during the Symposium
• A PowerPoint presentation about the disorder at the protein, cellular, tissue, organ, and organism levels, including main differences between the alleles studied
• A "research poster" summarizing the disorder at the protein, cellular, tissue, organ, and organism levels, including main differences between the alleles
• Oral presentations about how their assigned allele causes the disorder

Infectious Disease Project

When health care organizations need to get information to the public, they use a variety of media to highlight what the public should know about a disease. Posters might be placed in doctor's offices, airports and train stations. Pamphlets might be distributed as schools, and memes and graphics might be shared over social media.

Assignment (Choose One)

1. Create an infographic using piktochart.com . 2. Create a poster using postermywall.com 3. Create a pamphlet using Word (template)

Your project should inform the public about the disease as if there were a pandemic, with the goal of reducing the spread of the disease and increasing the likelihood of survival. See rubric for specific information that should be included. You will upload your project (or link to your project) using Google Classroom. In addition, you will review and grade two other projects and provide meaningful feedback.

*If you are doing a “historic” disease, you may choose to present your information as if it were that time period.

Assignment Due Date: __________ Feedback Due Date ________

Infection Diseases List (Check with instructor if you want to do a disease not on the list)

• Leprosy (aka Hansen's Disease)
• Black Plague (aka Plague or Bubonic Plague)
• Influenza (flu)
• Tuberculosis
• Whooping Cough (pertussis)
• West Nile Virus
• Chikungunya
• Mono (Epstein-barr virus)

Other Resources on Infectious Diseases

Infectious Disease Sorting Activity

Case Study: John Snow and the Origin of Epidemiology

HIV Coloring

Case Study: How to Survive Cholera

Bacteria Lab

Article: Types of Disease Transmission

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Lesson idea.

Teaching Activities About Infectious Diseases

This collection highlights teaching activities, hands-on lessons, and online simulations we found on the web that can help students learn about infectious diseases . They are created by science educators and partner education organizations. Just as all our original content is free, we only recommend external resources that are free for teachers.

1. Vaccines Lessons

This collection of lessons is offered by the Vaccine Makers Project (VMP), an infectious diseases research center founded in October 2000 and associated with the Children’s Hospital of Philadelphia. Lessons are organized by grade level: two elementary school lessons, four middle school lessons, and four high school units comprising 12 total lessons. Lessons cover bacteria and viruses, vaccines, vaccinations, the immune system, and case studies for all ages.

Image from VMP

• Collection : web page
• Topic : diseases, immune system, vaccines
• Level : elementary school , middle school , high school

2. Epidemiology Case Study

This case study is offered by BioInteractive , part of the Howard Hughes Medical Institute ( HHMI ). The comprehensive guide includes educator materials, student readings, and student handouts; it complements a video on Nipah virus spread in Malaysian bats. In this lesson, students use real-world data to examine the spread of the Nipah Virus.

Image from BioInteractive

• Activity : web page
• Topic : viruses, pathogens, disease, epidemiology, immunity
• Level : high school

3. Interactive Health History Timeline

This activity is offered by VaccinesWork , a digital platform run by journalists and hosted by Gavi, the Vaccine Alliance (founded in 2000). This tool offers students an interactive “whistlestop tour through the story of medicine, vaccination, and humanity’s age-old battle against disease.”

Image from VaccinesWork

• Topic : global health, history, disease, vaccines

4. Catching Infections Case Study

This activity is offered by BioEd Online , a digital collection of educational resources developed by Baylor School of Medicine’s Center for Educational Outreach . This Center has its origins in a 1972 partnership with the Houston (Texas) Independent School District that created “the nation’s first standalone health professions high school.” It has since expanded to include K-8 curriculum. In this middle-grades activity, students use handouts, a slide deck, and a video to explore how infections happen and what it actually means to catch an infection.

Image from BioEd Online

• Topic : bacteria, virus, immune system
• Level : middle school

5. Viral Replication Game

This activity is offered by Straight From a Scientist ( SFS ), a website run by real scientists with the intent of sharing the latest in research about the mind and body via games, podcasts, articles, and a networking option for scientists. This game was published in December 2020 to explore viral replication. Before game-play, the creators narrate a lesson on viral replication with great visuals, showing how COVID-19 infects cells.

Image from SFS

• Topic : infection, RNA, DNA, viral replication
• Level : middle school, high school

6. Ebola Epidemic Activity

This activity is offered by BioInteractive , affiliated with HHMI . Students analyze representations of Ebola virus infections and make claims about the way the virus evolved and spread. The activity includes a video and several supplemental handouts in both English and Spanish translations.

• Topic : adaptation, DNA sequence, evolution, mutation, outbreak, public health

That’s Not All!

Check out our full collections of adapted research articles on Antibiotic Resistance , Disease Control , Epidemics , Infectious Diseases , Outbreaks , Vaccines , and Vector-Borne Diseases . Or dive into collections specific to COVID-19 , Ebola , HIV , and Malaria . Each article comes with tailored teaching resources, lessons, labs, and other activities for your students.

Title photo by Anna Shvets .

• October 23, 2023

Share this Lesson Idea

Check out this related lesson idea, a fun game to teach middle school students about vaccinations and herd immunity.

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Medical Research for High School Students

Medical research aims to improve our understanding of the mechanisms of human disease and health, develop new treatments, and study and learn from the macro environment of medicine and public health. It could take place in an experimental lab or from your own home. Researchers in medicine apply knowledge from a wide array of disciplines related to the natural sciences, social sciences and mathematics. If these broad topics interest you, then you might enjoy doing a deep dive in an area of medicine that you find really compelling. This guide will help you accomplish just that.

Medicine Research Guide

Medicine Articles

Medicine Projects

Medicine Mentors

Medicine Scholars

Types of Medical Research and Careers

Medicine is an exciting, diverse and constantly evolving field and, thus, the types of research in this area follows suit. From clinical research into medicinal efficacy, to clinical trials using human subjects, to datasets and qualitative surveys, the world of medicine can be explored through many different approaches.

Similarly, the types of careers available within the medical field are also quite endless and varied: hands-on surgeons in the OR, business-minded healthcare administrators, public health researchers, professors of medicine, community health workers and epidemiologists–to name a few. 

The opportunities for medical research and career paths are truly unlimited. The common thread throughout most medical professions, however, is that the individuals who most thrive in them tend to be: hard-working, empathetic, patient, curious, flexible, detail-oriented and great at communicating.

How to Get into Medicine

Take time to learn about different areas of medicine to see which topics and aspects you’re gravitating toward right now. Science and math courses at your high school will provide the best foundational knowledge for college- and grad-level medical studies. There is also a vast array of books on specific medical topics, case studies and narrative perspectives.

Taking advantage of resources available to you now and participating in extracurricular activities can expand your knowledge and help you discover medical niches and research areas that spark excitement for you.

1. Take a Class in High School

Science and math courses tend to be the most applicable when preparing for a medical path. The availability of classes varies greatly from school to school, but most high schools offer many of the courses listed below. You can also look for them at your local community college or an accredited online institution.

Natural Sciences:

Organic Chemistry

Social Sciences:

Anthropology

Communications

Public Health

Mathematics:

It’s important to note that in life and work, it’s an advantage to be well-rounded and it can open up more opportunities for you. Be thoughtful about the humanities courses you select, too. They might feel extraneous to your medical aspirations, but they could actually end up being extremely relevant.

Speaking multiple languages would be a huge benefit, for example, if you want to serve immigrant populations or individuals in international crisis areas (e.g., Doctors Without Borders). A good understanding of writing structure can help you communicate your theories and discoveries more effectively in a medical journal. If you love the arts, it might inspire a medical research project .

2. Read a Book

There are many acclaimed books on various facets of the medical industry, from instructional books to historical narratives, to social and ethical questions and firsthand accounts. Below are some of the classics.

History, Commentary and Accounts from the Field

“An American Sickness: How Healthcare Became Big Business and How You Can Take It Back” by Elisabeth Rosenthal - An exploration of the doctor-patient relationship and exploitation within the US healthcare system.

“Better: A Surgeon’s Notes on Performance” by Atul Gawande - A national bestseller investigating human performance in medicine in battlefield surgical tents, delivery rooms, malpractice courtrooms and more.

“The Emperor of All Maladies: A Biography of Cancer” by Siddartha Mukherjee - Cancer is explored through the lenses of history, research and cellular biology in this Pulitzer Prize winning memoir.

"The Gene: An Intimate History" by Siddhartha Mukherjee - This book looks at the history of genetics and the impact on medicine and society.

“The Man Who Mistook His Wife for a Hat” by Oliver Sacks - An account of real clinical cases of patients with fascinating and bizarre neurological disorders.

"When Breath Becomes Air" by Paul Kalanithi - A young neurosurgeon is diagnosed with terminal lung cancer and reflects on what it means to live a meaningful life in his memoir.

Texts and Instructional Books

“The Language of Medicine” by Davi-Ellen Chabner - An educational text with important medical terminology explained through easy-to-follow descriptions, examples and exercises.

“The Medicine Book: Big Ideas Simply Explained” by DK - An accessible medical overview on the breakthroughs and discoveries that have shaped our understanding of medicine today, with striking graphics to simplify complex topics.

“Netter Atlas of Human Anatomy” by Frank H. Netter - A mainstay medical school atlas with detailed illustrations of the human body from a clinical perspective.

As in all sciences, there are constantly new breakthroughs in medicine. Keep up with new developments through reputable websites, podcasts, medical journals, and organizations like the American Medical Association (AMA).

3. Extracurricular Study

Remember that quality is often more important than quantity when it comes to extracurricular activities. Choose activities that genuinely interest you.

Volunteer at a health facility: Get some exposure to health and medicine in the real world by seeking out volunteer opportunities at local hospitals or community organizations.

Intern: Seek internships or shadowing opportunities with practicing doctors, nurses and other healthcare professionals. This firsthand experience can give you insight into the day-to-day work of professionals in the medical field.

Join or start a medical-related club: HOSA-Future Health Professionals is a well-known organization endorsed by the Department of Education. If this group doesn’t already exist at your high school, you can start a chapter! HOSA cultivates leadership skills and builds knowledge among students interested in pursuing health careers.

Become an EMT: If you’re over 18, you can train to become an Emergency Medical Technician (EMT) and get real, hands-on experience. 

Find a mentor: Find a mentor who is a practicing medical professional, pre-med professor, or medical school graduate student (with knowledge in medicine , neuroscience , public health , and/or healthcare ). They can answer your questions, provide guidance and share insights into the profession.

Conduct independent research projects: Undertake independent research projects in medicine. You can investigate topics of interest and present your findings at school or local science fairs .

Present: Develop your public speaking skills by giving presentations or talks on medical-related topics. Consider participating in events like TEDx Youth or school assemblies. 

Write: If getting up and talking in front of people is not your thing, you can contribute articles or essays to your school newspaper or magazine on medical-related subjects. This can help you develop your writing skills and share your passion for the field.

Create a medical blog or podcast: Start a blog or podcast where you discuss medical topics, share book reviews, or interview professionals in the field. This can showcase your interest and communication skills.

Start a movement: Start or join an initiative or event to raise awareness and/or money concerning a regional or global health issue.

If you could use some help developing your own medical research project, our Pathfinders program gives you access to mentors in healthcare who can listen to your ideas and provide valuable feedback.

Medical Research Opportunities 

There are many research options for high school students to drill down into a facet of the medical field that interests you, including summer pre-college programs , local community college offerings, internships, virtual programs and independent research with a professor or mentor. If you want to conduct your own experiments , we highly advise that you have a qualified adult advisor you can consult.

Find research programs close to home

We’ll go into summer medical programs in more depth in the next section, but if you want to find all types of established medical research opportunities close to home, our High School Student Research Opportunities Database is an excellent resource. Click on your state, then search based on your location, institution, event type (in-person or virtual) and tuition (paid or free).

Work with a professor

If you have a clear idea of your passions, you can reach out to professors in your field to see if they are open to collaborating with you. Refer to our Guide to Cold-Emailing Professors (written by Polygence literature research mentor Daniel Hazard , a Ph.D. candidate at Princeton University).

Engage in your own research project

Students with initiative and focus can opt to tackle research independently. Carly Taylor , a Stanford University senior who has completed several independent research projects, shares how to write a self-guided research paper . By reading it, you’ll get a better understanding of what to expect when taking on this type of project.

Enter a competition

Competitions can be fun when you’re really interested in a subject and the requirements and deadlines that come with competitions can provide a helpful structure for you to stay on track. Another benefit to attending a competition is that you will meet other students, teachers, and experts who share your passion for the medical field. There are many fantastic science and medicine-related competitions geared toward high school students, including: 

Conrad Challenge (The Conrad Foundation)

Competitive Events Program (HOSA-Future Health Professionals)

ExploraVision (Toshiba/NTSA)

Eye on the Future Teen Video Contest (NIH)

National Science Bowl (Department of Energy)

Neuroscience Research Prize (American Academy of Neurology)

High School Design Competition (Engineering World Health)

Regeneron Science Talent Search (Society for Science)

If you could use some help developing a plan of action, our Pathfinders program gives you access to medical mentors who can listen to your ideas and provide valuable feedback.

Summer Programs in Medicine

Here are some top picks for summer medical research programs. We chose them based on a combination of their affordability, name recognition, social opportunities and academic rigor.

1. Summer Medical Academy

Hosting institution: Rady Children’s Hospital

Cost: $3,000 (partially tax-deductible)

Format: In person (San Diego, CA)

Application deadline: TBD - 2024 deadline not yet released

These two-week sessions provide interactive learning opportunities and are designed for students interested in pursuing a career in healthcare, particularly as a nurse, physician assistant or mental health practitioner. Highly motivated and enthusiastic students who will be between 15-19 years old in June 2024 and have completed 9th grade (up until the summer after graduating 12th grade) are eligible to apply. 

2. CDC Museum Disease Detective Camp

Hosting institution: CDC - Centers for Disease Control and Prevention

Format: In person (Atlanta, GA)

Topics vary year to year in these one-week sessions and may include public health interventions, global health, infectious disease, chronic disease, injury prevention and data analysis. The program is fast paced and academically demanding and participants are expected to fully immerse themselves, work together, and become a diverse team of “disease detectives.” Admission is open to high-school students during the summer before their junior or senior years. 

3. 1-Week Medical Academy

Hosting institution: Georgetown University

Cost: $2,750-$3,549

Format: In person (Washington, DC)

In this one-week program in June or July, students explore topics ranging from human anatomy, physiology, and radiology to surgery, cancer, biomedical ethics, and procurement of human tissues. Students will participate in hands-on labs, including suturing, orthopedic casting, small mammal dissection and use of a patient simulator. Participants will have the opportunity to interact directly with medical students, faculty and physicians. The program is open to current or rising high school students in good academic standing.

4. Medical Immersion Summer Academy

Hosting institution: Alameda Health System , Samuel Merritt University , and private clinicians

Cost: $1,400

Format: In person (Oakland, CA)

MISA offers this five-day program in the spring and summer. MISA works to expose pre-med and pre-health high school students to hands-on clinical experience in a variety of healthcare settings that will provide them with a competitive edge as they begin their own career in health. MISA encourages high school students (15 years or older) from across the country to apply. 

For all of our summer medical research picks, check out this post on the subject.

If you’re searching for a virtual psychology research opportunity, consider doing a project through Polygence with one of our mentors in medicine .

Medical Internships for High School Students

1. high school senior summer internship program.

Hosting institution: Cincinnati Children’s Hospital Medical Center

Cost: Paid internship: $13/hour; 20 hours/week

Format: In person (Cincinnati, OH)

Application deadline: February 1, 2024

Graduating high school seniors get the opportunity to work with a mentor in one of multiple pediatric specialties in this eight-week, part-time internship program. The program is very competitive, offering an exciting experience for highly motivated students interested in pursuing higher education (MD, PhD, or MD / PhD) to learn more about careers in Biomedical Sciences.  

2. Summer Child Health Research Internship

Hosting institution: University of Colorado-Boulder

Cost: $3,500 stipend offered

Format: In person (Boulder, CO)

Application deadline: TBD - 2024 info not yet released

This paid internship introduces high school students between their junior and senior years of high school to research opportunities related to child health. After a summer of hands-on experience, students will have the opportunity to participate in a lecture research series and present their research at the completion of the internship. The internship includes opportunities for students to participate in a lecture research series as well as present their research at the completion of the internship.

3. Summer Internship Program (HS-SIP)

Hosting institution: The National Institutes of Health (NIH)

Cost: Free; may provide stipend

Format: In person (Bethesda, MD)

Application deadline: February 16, 2024 @ Noon ET

Students interested in exploring careers in research and healthcare get to work in a research group directed by a Principal Investigator (PI). Students passionate about biology, engineering, epidemiology, psychology, mathematics, chemistry, pharmaceutical sciences, nursing, physics, computer science, bioinformatics or other health-related fields are encouraged to apply. This eight-week internship program is open to high school juniors and seniors (at least 17 years old).

4. Stanford Institutes of Medicine Summer Research Program (SIMR)

Hosting institution: Stanford University

Cost: $500-$1,500 stipend offered

Format: In person (Stanford, CA)

Application deadline: February 24, 2024

SIMR is an eight-week, paid summer internship program open to high school juniors and seniors from diverse backgrounds. The program consists of hands-on research under the direct guidance of a one-on-one mentor. Students applying to the program can choose from eight areas of research: Immunology; Neurobiology; Cancer Biology; Bioengineering; Stem Cell and Regenerative Medicine; Cardiovascular Biology; Bioinformatics; and Genetics and Genomics.

Medical Project Ideas and How to Brainstorm Your Own

There are many different forms of research and ways to pursue your project. Experiments on animals or volunteer human subjects help medical researchers determine causation through comparing the effects on treatment groups and control groups. Survey-based research involves analyzing participants’ responses to questions, such as through express interviews, written responses or numerical information. A literature review is a written summary of key works that have already been conducted about a medical topic over several years. Other projects involve analyzing large amounts of data in spreadsheets using statistical analysis. 

Polygence Scholars Are Also Passionate About

You can brainstorm your own project ideas and pull from these idea generation techniques to come up with your own idea based on a medical or health concept that intrigues you. If you have an area in mind that you would like to explore, consider which form(s) of research might be best to elicit the type of information you are seeking. 

If you could use some inspiration, below are 10 medical research project ideas from our mentors to help kickstart the process.

The Use of Virtual and Augmented Reality in Medicine

Level: Beginner

Idea by: Medical research mentor Mina

Virtual realities are becoming the norm around households and even classrooms these days! Did you know that virtual and augmented realities are also starting to be incorporated within the world of medicine ? Take a deeper dive into this topic and write a research paper on your findings!

High School Health Independence

Idea by: Medical research mentor Margaret

Sometimes, it’s hard for teens to pinpoint a medical problem that they might be facing. How can we better educate high schoolers on the ins and outs of self care and living a healthy life? Brainstorm ways to introduce positive lifestyle mechanisms to this specific age group.

How Does Aristotle Inform Decision-Making at the End of Life in the U.S. Healthcare System?

Idea by: Medical research mentor Avery

Sometimes, medical decisions can interfere with what you believe is ethically correct. To help with this, clinicians should have some sort of guide to help them through decision making processes. For this project, you will grasp a better understanding of Aristotle’s principles, ethics, and more to assist with medical decision making . 

What can Songbirds Teach Us about Premature Infants?

Level: Intermediate

Idea by: Medical research mentor Naomi

Due to the advancement of medicine, more premature babies are given a chance at life than ever before. However, some of these babies unfortunately grow to develop some sort of mental impairment which points back to their time spent in the NICU. Is the sensory overload found within the rooms of the NICU altering brain development ?

Under the Dermatoscope: A Fact Check of Common Skin Care and Sun Protection Advice

Idea by: Medical research mentor Austin

If you find yourself buying lotions and serums to protect your skin from the sun, this could be the project for you! Do your research on all things dermatology! What really causes skin damage and how do you know you’re using the correct ointments? Create a blog or podcast on skin health. 

Development of New Cancer Treatment with Targeted Medicine

Level: Advanced

Idea by: Medical research mentor Clayton

Explore the world of medicine by helping treat a cancer type of your choice! For this project you will invent a drug by learning more about cancerous cellular markers . You will focus on targeting those specific markers with the drug that you develop. Write a research paper or create a poster presentation to explain your creation. 

How Will Personalized Medicine Affect the Costs of Medical Care?

Idea by: Medical research mentor Alejandro

You went to the doctor and used your insurance, yet you still received a large bill in the mail. Then you have to go back to the doctor because the treatment given to you didn't work. It’s time to incorporate personalized medicine into our healthcare system. Do your research to gain an understanding on why this has yet to happen and what we should do to get there.

Tranexamic Acid as a Treatment for Drug-Induced Angioedema

Idea by: Medical research mentor Gaurav

Unfortunately, we probably all know someone with high blood pressure as it’s one of the most common diagnoses in the U.S. Even though there are plenty of medications that help control the spike in blood pressure, many of them have awful side effects. One of the most common side effects, angioedema , can be very dangerous if left untreated. Do your research to develop a treatment plan for these patients. 

Need more inspiration from our fantastic mentors? Check out additional Passion Project Ideas here ! (And if you have a particular interest in cancer research, see 13 Cancer Research and Passion Project Ideas for High School Students .)

If you want to bounce your ideas off someone else, the Pathfinders program gives you the chance to talk with mentors who specialize in your field of interest. You can discuss your project ideas with them, and they can help you grow your idea, discover new research techniques, and point the way to great resources and alternative options. 

Medical Projects from Polygence Scholars

For a sense of how varied the subjects and methods for medical projects can be, take a look at topics covered by some of our Polygence Scholars.

The effect of dance on the memory and proprioceptive ability of the elderly

Ella studied the effect of two months of dance classes on elderly participants. She first recorded participants’ baseline memory, balance and proprioceptive abilities (sense of body movement) prior to beginning the class, and then again two months later, upon completion of the class. Read her research paper here .

A theoretical gene therapy for hereditary nonpolyposis colorectal cancer using CRISPR-Cas9 nickase

Shravan posed an alternative treatment method for hereditary non-polyposis colorectal cancer (HNPCC). He suggested using CRISPR-Cas9n-based gene therapy to prevent tumor formation in patients, avoid morbid surgery and significantly improve quality of life. He has submitted his research paper for publication in the Journal of Emerging Investigators. Read it here .

How could AI assist in the prediction and search for risk factors associated with anorexia nervosa?

Krishnaveni explored using artificial intelligence to help detect and diagnose eating disorders earlier. She created an integrated AI solution to finding eating disorder prevalence based on the responses to a National Longitudinal Survey of Adolescent to Adult Health questionnaire. Her paper was published in the International Youth Neuroscience Association Journal .

Explore more medical projects by Polygence Scholars here . 

How to Conduct Medical Research

Primary research.

If you will be conducting primary research and/or experiments, you’ll need to figure out how you’re going to set up your experiment and what data types you’re going to collect. There are two main types of data collection: quantitative data and qualitative data . 

Quantitative focuses on numerical data, which allows researchers to analyze large amounts of data quickly by conducting statistical analyses. This type of data-collection can be conducted at home and does not require a wet lab. 

Qualitative focuses on rich, word-based information, such as anecdotal accounts people give through open-ended response questions or interviews (conducted in person or virtually). Qualitative data provides emotional nuances and depths that cannot be captured through numbers. Surveys and questionnaires can be distributed online and can gather both quantitative and qualitative data.

Secondary Research

If running your own experiment proves too complicated or beyond your financial means (research subjects often expect to be compensated), you may want to conduct secondary research . You can analyze free, publicly available datasets and journals about your topic, such as through NIH’s Scientific Data Sharing and National Library of Medicine hubs. Just make sure that the dataset you use comes from a trusted source. If you are reading articles to support your thesis, you should skim their introduction and conclusion first to make sure they’re worth reading all the way through.

Another form of secondary research is writing a literature review (or “lit review”) summarizing key works that have been published over the years by others about a medical or health topic you want to explore. The review paper might describe how different studies relate to each other and how the field has developed over time. With a simple internet connection, you can use tools like Google Scholar to start reading scholarly articles and writing your own review paper right away.

A note on ethics: As you conduct your research it is absolutely crucial that you follow ethical practices , including minimizing risk, getting informed consent and ensuring scientific validity. Also, throughout the research and paper-writing process, keep track in real time of each source you reference, so you can give due credit to the creators and easily cite them in your bibliography without scrambling to find them again.

Writing a Medical Research Paper

There are several essential components to writing an effective and sound research paper. Here’s a great general article on how to write a good research paper and below we break down the critical elements for every research paper with accompanying links that expand upon each element.

Write an abstract

The abstract encapsulates the essence of your research paper. It is a standalone summary that gives a quick snapshot of your study’s problem, methodology, findings and conclusion. It provides a reader with the critical aspects of your research before they decide if they wish to read the comprehensive paper.

Create an outline for your research paper  

Research papers often include the following sections: Introduction , Materials , Methods , Data , Discussion and Conclusion

The Introduction will present the problem you’re trying to solve, any existing research and an overview of your research. Write this after you’ve finished conducting all of your experiments and/or research.

Develop your thesis statement

This is the why . Why are you conduct this research? What is the argument or theory you are posing? You can always come up with a preliminary or working thesis and then refine it or completely revise it as you learn more through the research process. By the time you begin writing your research paper, however, it’s important to have a strong sense of your thesis statement to ensure your paper is clear and focused.

Cite your work

Every research paper must have a bibliography at the end with proper citations giving credit to the original authors of the resources and data you reference. 

To get a sense of the length and organization of a student medical research paper, check out Polygence student Alexandra’s paper, Mechanisms Behind Hypoxia-Driven Resistance to Immunotherapy in the Tumor Microenvironment , published in the Journal of Student Research and Navenka’s paper, The Impact of Cannabis on Academic Achievement: Brain Development, Cognitive Functioning, and Mental Health ” published in the International Youth Neuroscience Association Journal. 

For more insights, see Polygence’s library of resources on How to Conduct and Showcase Research .

Medical Journals

Once you’ve researched, written, and revised your research paper, it’s time to introduce it to the world. You could enter it into a competition , as mentioned earlier in this post, launch a podcast, create a YouTube video about it and/or publish it in a journal. 

Publishing your research in a journal can take the great work you’ve already done and add credibility to it. It also makes a stronger impression than unpublished research. For peer-reviewed journals, the process of having your work reviewed by advanced degree researchers can be a valuable experience in itself. You can receive feedback from experts and learn how to improve upon the work you’ve already done. 

Below are some excellent publications that accept medical and science research submissions from high school students.

1. Youth Medical Journal

The Youth Medical Journal is an international, student-run team of 40 students looking to share medical research. We’ve found that this journal is a good entry point for students new to research papers.

Deadline: March

Type of research: Original research and commentaries

2. The Journal of Emerging Investigators (JEI)

JEI is an online, peer-reviewed journal that publishes research by middle and high school students in various scientific disciplines, including medicine. Please note that JEI requires that a teacher, mentor, or Principal Investigator of a lab submit your research on your behalf. 

Deadline: Rolling

Type of research: Original research in the biological and physical sciences

3. Journal of High School Science

Although this online journal is not specifically focused on the medical field, The Journal of High School Science is a peer-reviewed quarterly publication showcasing high school student research in the realm of science, technology, engineering, arts, and mathematics.

Type of research:   STEAM-based research or innovations

4. International Youth Neuroscience Association Journal

The IYNA journal publishes work from young neuroscience enthusiasts every month, providing many opportunities for students to publish throughout the year. 

Type of research: Research papers

We compiled a list of additional journals to consider here .

Keep in mind that conducting and publishing research takes time, patience and practice. By starting now as a high school student, you are laying down the foundation to set yourself up for long-term success as a student and professional. Don’t be discouraged if you submit your project to a journal and it is rejected or you are asked to make revisions. Medical publishing is highly competitive. If you are persistent in your efforts and earnestly take in feedback you are given, you will get better and evolve.

For a full list of journals to publish you medical research in, check out Top 7 Medical Journals for High School Students

We hope you found this medical research handbook helpful. If you have some ideas and want to conduct medical research with the guidance of a mentor, apply to be a part of our flagship mentorship program !

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Medicine projects

How can 3D-printed chitosan-based scaffolds be optimised to improve mechanical strength and degradation rates?

Cross-Sectional Analysis of the Association Between Abnormal Immune Responses in the Pathogenesis of Postpartum Cardiomyopathy in Ethiopian Women: A Hospital-based Study at Saint Paul Hospital

What inherited genetic mechanisms underlie familial non-small cell lung cancer?

Racism in Healthcare

Review Paper: The Effects of Dietary Fiber on Asthma through Cytokine Production

Review of Chronic Kidney Disease and Comparison between Humans, Dogs, and Cats

Increasing Cervical Cancer Screening Access for Women in Nigeria

Ready to start your own project?

Work 1 on 1 with an expert mentor on a project built around your passions.

Do video games improve the symptoms of Tourette’s Syndrome?

How can the development and application of antiviral peptide therapy be used to treat Parvovirus in endangered species, and how does this therapy compare to the treatments already on the market?

Investigating the Efficacy of AI-Powered Innovations in Cardiovascular Healthcare

A Theoretical Approach to an HIV Vaccine Targeting CCR5

Understanding the Role of Mitochondria in Neurological Disease

Battling atopic dermatitis: its prevalence, how it affects the body, and treatment options

A Review Of Colorectal Cancer Formation, Metastasis And Gene-therapy Treatment

Current Next-Generation Vaccines for COVID-19: The Success and Challenges of mRNA Technology

Using a Pharmacokinetic and Pharmacogenetic Approach to Examine Nicotine Addiction

Resiniferatoxin: Mechanism in Treating Osteoarthritis Pain and Slowing Osteoarthritis Progression, Safety, and Efficacy

Considering how Microbial Colonization is Determined

Current and Forthcoming Treatments for Alzheimer’s Disease

Current treatments and future directions in leukemia

Medicine mentors

Ithaca College

MS candidate

Tufts University

MD/PhD candidate

Stanford University

MD candidate

University of Illinois at Urbana Champaign (UIUC)

North Carolina State University

Northwestern University

Medical College of Wisconsin

Cornell University

NYU Wagner School of Public Policy

MPA candidate

PhD candidate

Vanderbilt University

New York University

Medicine scholars

Project: “Current treatments and future directions in leukemia“

Project: “Analyzing Cardiovascular Disease Risk Assessments: Improving Cultural Competence for Asian Americans“

Project: “Risk factors for Calf Related Injuries in Soccer Players: A Review“

Project: “How can medicinal herbs be utilized to create equitable and effective alternatives to current pharmaceutical drugs that are used to treat anxiety and depression?“

Project: “What are the most common types of hair loss and their treatment options?“

Project: “The effects of Clostridiaceae bacteria familia on Multiple Sclerosis“

Project: “Considering how Microbial Colonization is Determined“

Project: “African Herbal Remedies: The Healing Abilities of Nature's Gift“

Project: “What is the relationship between caffeine intake and heart arrhythmias? What are the associated safety risks and important considerations for caffeine product use?“

Project: “How do different modes of administration, and specific bodily characteristics, influence the addictive effects of nicotine and cocaine?“

Project: “An investigation of vaccine candidates for the treatment of leprosy and their efficacy and accessibility“

Project: “Role of Inflammation in Allergic Responses and Cancer“

Project: “Cerebellar Involvement and Altered Brain Structures in Autism Spectrum Disorder“

Project: “How Histamine Can Treat Circadian Dysfunction“

Project: “Exploring Neurological Development and Sensory Processing Challenges in Individuals with Down Syndrome“

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Disease Project - Brookwood High School

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Disease projects

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Infectious Diseases Research Project & Wanted Poster Activity for Microorganisms

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Human Body Disease Project *Digital Distance Learning Version*

Sexually Transmitted Diseases and Infections (STD/STI) Project with Choice Board

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Infectious Disease & Pathogen Research Project

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Organ Wanted Project - Body Systems - Organs, Diseases

Sexually Transmitted Infections and Diseases Research Project | STI and STD

Disease Research Project

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Disease Research Project : Human Organ Systems Ontario Science - Digital Resource

Diseases : High School Biology Project Based Learning {Printable & Digital}

Human Body Disease /Disorder Research Projects : Ten Human Body Systems

Plant Disease Tombstone Project

TED's Disease (STEM Based Genetic Disorders Project )

Animal Disease Tombstone Project

Ontario Grade 5 Science Life Systems Disease Project

Les maladies humaines - projet de recherche (Research Project on Human Diseases )

Disease Report | Illness Research Project | Report Writing Health Activity

Brain Injuries, Diseases , & Disabilities Research Project

Genetic Disorder or Disease Research Project and Presentation

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High School Students

Washington University has several programs available to high school students for summer or school-year research projects.

• Washington University – High School Summer Scholars Program
• Washington University School of Medicine – Young Scientist Program

• Appointments
• Our Providers
• For Physicians
• High School Explorers Program

Pathways Research Explorers

The Pathways Research Explorers Program, funded by the National Cancer Institute at the National Institutes of Health, supports rising 10th and 11th grade students (especially those furthest from opportunity) in a two-week introductory summer program at Fred Hutch. We run two sessions in August of approximately 16 students each. Students must have completed a high school biology course to participate.

The application for the 2024 Pathways Research Explorers Program is closed.

High School Explorers Program Description

Join us for a fun, two-week introduction to Fred Hutchinson Cancer Center (Fred Hutch) and the research being conducted here. Fred Hutch has an international reputation for its pioneering research in bone marrow and stem cell transplantation and other immune-based cancer therapies. We also are well-known for our work in many other areas of biomedical research, including cancer prevention, public health, epidemiology, and biostatistics. Participants will conduct hands-on activities in Fred Hutch's training labs, tour working labs, meet students and scientists at different stages of their careers, and talk about next steps you can take if you are interested in biomedical research.

This program is open to all students. We especially encourage applications from individuals furthest from opportunity, as described by  NIH's Notice of Interest in Diversity. 

Please note that there are two sessions offered. Each two-week program meets from 9 - 4 p.m., Monday - Friday.

2024 Program Dates 

• Orientation Day: June 2024, Date TBD, 6 - 8 pm
• Session 1:  July 29th - August 9th, 2024, 9 am - 4 pm
• Session 2: August 12th - 23rd, 2024, 9 am - 4 pm

Check out the Blog Posts from our previous Explorers students!

2024 Application Timeline

• Application opens January 2024
• Application closes 11:59 pm PST March 24th, 2024
• Recommendation form is due by 11:59 pm PST March 31st, 2024
• Notification of applicant status will go out late-April 2024

Eligibility

Students should...

• Be starting 10th or 11th grade in the fall
• Have completed introductory biology
• Be interested in learning more about cancer research and related careers 

Applications

Applications for the 2024 Pathways Research Explorers Program is now open. Applicants must complete an application, obtain a recommendation from a teacher who can speak to the student's science interest, and submit an unofficial transcript  before 11:59 pm PST on March 24th, 2024 . To view  a preview of the application download this PDF . The PDF is the preview of the application and not the actual application. Please DO NOT fill out the preview and submit it in place of the online application. 

Please note that you cannot save an application that you have partially completed. Therefore, we recommend you draft your short answers in a word processing application such as Word or Google Docs before starting the application, and then copy them into the form when you are ready.

Notification of applicant status will be sent out late-April.

Financial Support

There is no cost to attend although students will need to bring/buy their own lunch and make their own travel/lodging arrangements. 

After successful completion of the program, students will receive a $500 award to offset lost work opportunities. 

2024 National Minority Health Month Op-Eds by the Explorers Virtual Interns

These op-eds were written by the Science Education Partnership Virtual Explorers High School interns for the April Minority Health Month Programming held by the Employee Resource Groups (ERGs) at the Fred Hutch (the Community of Employees for Racial Equity, Fred Hutch Rainbow Employees for Equity, and Hutch United) in partnership with different departments (Government and Community Relations and Science Education). Each op-ed focuses on the groups and communities that are the focus of each week.

The Virtual Explorers Internship at Fred Hutch is made possible by Pathways to Cancer Research (R25CA221770), a Youth Enjoy Science Award (YES/CURE), from the National Cancer Institute (NCI) at the National Institutes of Health. The contents are solely the responsibility of the author(s) and the Fred Hutch Science Education Partnership and do not necessarily represent the official views of the NCI or NIH. 

Indigenous and Alaska Native Health Week: Addressing the Persistent Disparities in American Indian and Alaska Native Communities by Etasha Thareja, Chloe Sow, and Beza Mersa

Native hawaiian and pacific islander week:  addressing disparities in the healthcare field towards native hawaiians and pacific islanders by minal gowda and belen sime, black and african american health week: the voices of african immigrants by yodahe maaza, latinx and hispanic american health week:  language: both a bridge and a barrier by andy mejia, betul orhan, miah morales, and melodie duran.

2023 Op-Eds:  Week 0: Health Inequities:  Attacking Health Disparities Through Social Determinants by Melodie Duran, Chloe Sow, and Ikran Abshir

Week 1 - Indigenous and Alaska Native Health Week:  Indigenous and Alaskan Native Mental Health by Taylor Neil and Raihan Hakim

Week 2 - Latinx and Hispanic Health Week:  Multilingual Practices in Healthcare by Andy M, Aaliyah B, and Lalitha C

Week 3 - Black/African American Health Week:  The Generational Scar by Faduma Yusuf and Mahelat Alamerew

Week 4 - Native Hawaiian and Pacific Islander Health Week:  Diabetes in Native Hawaiian and Pacific Islander Groups in the US by Benjamin Pham, Etasha Thareja, and Sebastian Gurrero

Other Pathways to Cancer Research Programs

Hutch teacher fellowship.

The fellowship provides a two-year professional development research experience for secondary science teachers.

Pathways Undergraduate Researchers

Pathways Undergraduate Researchers is an individualized, mentored, summer internship program for rising first-, second-, and third-year college students. The program aims to prepare students for upper-level undergraduate research training programs.

The High School Pathways Research Explorer Program is a part of  Pathways to Cancer Research  and is funded by a Youth Enjoy Science (YES) grant from the National Cancer Institute (grant number R25CA221770). Funded by the National Cancer Institute, Pathways to Cancer Research provides education and training programs for teachers, high school students, and undergraduates. This builds on the long-standing efforts and institutional commitment by Fred Hutch to support the development of a more diverse next generation of biomedical scientists. Pathways to Cancer Research materials are solely the responsibility of the authors and do not necessarily represent the official views of the NCI or NIH.

Contact Pathways Explorers

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Genetic disorder project, lesson plan, grade levels, course, subject.

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Explain that the information passed from parents to offspring is transmitted by means of genes which are coded in DNA molecules.

Explain the basic process of DNA replication.

Describe the basic processes of transcription and translation.

Explain how crossing over, jumping genes, and deletion and duplication of genes results in genetic variation.

Explain how mutations can alter genetic information and the possible consequences on resultant cells.

Describe how the process of meiosis results in the formation of haploid gametes and analyze the importance of meiosis in sexual reproduction.

\Compare and contrast the function of mitosis and meiosis.

\Illustrate that the sorting and recombining of genes in sexual reproduction results in a great variety of possible gene combinations in offspring.

Describe the basic structure of DNA , including the role of hydrogen bonding.

Explain how the process of DNA replication results in the transmission and conservation of the genetic code.

Describe how transcription and translation result in gene expression.

Differentiate among the end products of replication, transcription, and translation.

Cite evidence to support that the genetic code is universal.

Explain how genetic technologies have impacted the fields of medicine, forensics , and agriculture

Describe how Mendel’s laws of segregation and independent assortment can be observed through patterns of inheritance.

Distinguish among observed inheritance patterns caused by several types of genetic traits (dominant, recessive, codominant, sex-linked, polygenic, incomplete dominance, multiple alleles)

CONSTANCY AND CHANGE

Explain how the processes of replication, transcription, and translation are similar in all organisms. Explain how gene actions, patterns of heredity, and reproduction of cells and organisms account for the continuity of life.

Demonstrate how inherited characteristics can be observed at the molecular, cellular, and organism levels.

Heterozygous

Sex-linked trait

X chromosome

Y chromosome

The primary objective of this project is to allow students to apply their conceptual knowledge of genes and genetic disorders to explore a documented genetic disorder. The students will produce technology enriched projects that will use various media such as digital documents and digital videos to create a final product which will serve to either inform or persuade a predetermined audience.

Lesson Essential Question(s)

Students will utilize five school days (each class period is block schedule for 81 minutes) to complete the activity, in additional to several days provided outside of the class as well. Students will be given a minimum of one day in school to become familiar with their project and explore the library resources available for their use, two days in school to work on their projects within their group and respected roles, and one day in school to generate a cohesive final product. Students will be given approximately two weeks of time outside of the school day to complete the activity and edit their work before it is submitted for grading.

Students will have access to the related technology hardware and software during the school day. Students will also have access to these tools after the scheduled school day and during non-academic times by utilizing the library facilities.

The software available will include but are not limited to Microsoft Word, Microsoft Publisher, Microsoft MovieMaker, and Microsoft Photostory. These are available on all campus computers. Some of these tools are also available at www.windows.com as a free download. If you have any trouble accessing any of the tools you wish to you, please do not hesitate to contact me or ask a computer technician for assistance.

Suggested Instructional Strategies

I will begin the lesson by showing students an exemplary project from one of the previous years. We will discuss the purpose of the lesson and what vehicle the student and their group used to achieve the ultimate goal.

Students will become engaged in their project after exploring the various topics available. Students will look at real case studies and real documented genetic disorders to apply their concepts from the genetics unit.

Students will be provided with the tools necessary to examine the case studies in detail. Students will also have the opportunity to meet with a genetic counselor how they can use as an expert source of information and real life experiences.

Students will be asked to reflect, revisit, revise, and rethink their projects at various points throughout the project. Students will meet as groups and within their respected roles to discuss their topics and evaluate their projects.

Students are asked to evaluate their own experience, the experience within their group, and their experiences within their respected roles.

Students will have the choice of various roles within their respected topics. Students will be able to select a role which is tailored to their unique ability and their level of technology comfort.

Students are given the chance to research their topic and generate a project which is conceptual but also applicable to real life scenarios. Students produce a final product which demonstrates their understanding and application of the course content, as they relate to their given topics.

Instructional Procedures

Students will be asked to work in groups of four to complete this project. Students working within the same group will research the same genetic disorder. Each of the students will assume a role within their respected group. Each group member will be responsible for producing a final product on the same genetic disorder. Students will stay within their groups once the project is started since their research is dependent on the role within each group. Please select your group wisely.

Note – If your school has a literacy coach, please invite them to participate in the RAFTS portion of the project. The students will assume a ROLE, AUDIENCE, FORMAT, and TOPIC, and STRONG VERB for each portion of their project. This practice aligns with Reading Apprenticeship activities.

Introduction

Students will be asked to research a genetic disorder and produce a digital document or video that demonstrates their understanding of the disorder. Students should look at the rubric provided for each of the roles within their group. Each rubric provides a document option (such as a letter) and a technology option (such as a video) for each role. Extra credit is given for students who select the technology related role, but students should assume the additional responsibility for taping and editing their video which may take more time than the traditional document format which is available. Once students are within their groups and their roles are assigned they should research their topic. On the last page of the rubric is a group reference section which listed the number and type of resources which must be found. This will be used as a group to produce a MLA formatted document. One reference section is needed per group, not per student. Since students are working within their group on the same genetic disorder, they should share their resources with their group members.

Formative Assessment

Students will be asked to conference within the group and also within their roles (this will require all students making a video for example to work together or students with the same role within their respected project). Students will also edit and revise their projects using their rubric as a guide within their group. Peer editing is essential in making sure a final product is presentable and meets the requirements on the rubric.

Product Evaluation

Students will submit all projects electronically. Please note the required format on each rubric before submitting your final project. Certain attachments and files will get filtered by the security software within the district so please use only the file formats that are required. Failure to submit your project in the correct file format will result in your project not being graded. Late points may be assessed.

During this activity, students will be monitored to ensure each group is on task and working on their project goal. Students will be asked after each class session they are given time to work on their project to submit a list of questions they may have or help they need for the next work session. This will allow the teacher time to research or explore questions in order to help the students during the next work session.

Related Materials & Resources

Genetic Disorder - Information Sheet.doc Genetic Disorder Project Sign Up Sheet.doc Introduction to Genetic Disorder - RAFTS.ppt

Date Published

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Infectious diseases spike when kids return to school − here’s what you can do about it

Professor of Nursing, Purdue University

Disclosure statement

Libby Richards receives funding from the American Nurses Foundation, National Institutes of Health, and Indiana Clinical and Translational Sciences Institute.

Purdue University provides funding as a member of The Conversation US.

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Ready or not, back-to-school season is here, and kids will be bringing home more than homework. They’ll be carrying germs, too.

These viruses and bacteria will be agents that cause the common cold, influenza, norovirus, COVID-19, strep throat and more. There’s a reason why boxes of tissues and sanitizing wipes show up on most school supply lists.

As a nursing professor with experience in public health promotion , I have spent the past several years helping the public understand how to prevent the spread of infectious diseases, especially the flu and COVID-19 .

Here are some ways to minimize illness transmission from school to home.

COVID-19 cases likely to rise

In what health care providers call the summer wave , COVID-19 infections have been increasing throughout the summer of 2024. As of July 30, 2024, the number of COVID-19 infections has grown or is likely to grow in 35 states and territories .

Summer heat waves force people inside and into close proximity . And as record-setting temperatures continue driving this trend, the number of COVID-19 cases is expected to increase. This increase is expected to extend into the 2024–25 school year.

Currently, COVID-19 variants KP.3 and KP.3.1.1 are the dominant circulating virus strains . These variants are among the FLiRT variants , nicknamed after the locations of their spike protein mutations . These variants spread more easily from person to person and are able to evade vaccine-induced immunity better than previous strains .

These highly contagious COVID-19 strains, combined with the relaxed isolation guidelines that the Centers for Disease Control and Prevention released in March 2024, are likely to increase classroom disease transmission this coming school year. These updated CDC guidelines apply to all respiratory viruses, not just COVID-19.

The new guidelines recommend that everyone stay home when they are sick but also suggest that a person can return to normal activities once symptoms are improving and the person is fever-free for at least 24 hours without the use of fever-reducing medication. While it is too early to know the transmission impact of these guidelines, they may lead to more people coming out of isolation while still infectious.

Children play a large role in transmitting the COVID-19 virus. Children often do not have overt symptoms when they are infected with COVID-19, leading to increased contact and spread.

A two-year study following over 160,000 households composed of both adults and children found that just over 70% of viral transmissions , including COVID-19, in these households were pediatric index cases, meaning they started with a child. Further, these pediatric index cases were reduced by 60% to 80% during school breaks. This data suggests that COVID-19 infections will continue to increase once the school year starts.

Good hygiene habits reduce the spread

In May 2024, the CDC also released guidance for preventing classroom spread of infectious disease , including COVID-19 and other common infectious diseases such as the flu, norovirus and strep throat. This guidance places emphasis on proper respiratory etiquette, hand-washing and vaccination.

Proper cough and sneeze hygiene is especially important to reduce transmission of diseases such as COVID-19 and the flu, which are commonly transmitted through respiratory droplets . Coughs and sneezes create respiratory droplets that can be full of viruses or bacteria. Because these droplets are forcefully expelled, they can be spread around the environment and inhaled by another person.

That’s why it is important to turn your face away from others and cover up coughing or sneezing with a tissue and then quickly dispose of the tissue. If a tissue is not available, your sleeve is the next best option. Whichever method you use, it is important to wash your hands afterward. In addition to encouraging proper respiratory etiquette, classrooms should also have appropriate ventilation .

The CDC’s classroom guidance also focuses on proper hand-washing . Up to 80% of infectious diseases are spread through touch. Classrooms have countless high-touch surfaces , including light switches, tabletops, shared supplies, doorknobs, sports equipment and toys.

Proper hand-washing can prevent about 30% of diarrhea-related illness and about 20% of respiratory infections, such as colds and flu. The CDC also reports that proper hand-washing reduces absenteeism due to gastrointestinal illness by up to 57%.

Health care providers recommend COVID-19 and flu vaccines

Another important part of reducing classroom spread of infectious disease is keeping children up to date on vaccinations . Proper vaccination can reduce disease transmission rates 40% to 50% for flu and COVID-19 , 80% for child pneumococcal cases , upward of 90% for chickenpox and 100% for diseases such as polio and smallpox .

For the past several years, the CDC has recommended receiving the flu and COVID-19 vaccine at the same time when possible . Despite this recommendation, there has been some hesitancy in the uptake of both vaccines at the same time.

A 2024 Canadian study found that 20% of respondents did not see the benefit in co-administration, and another 17% were concerned about adverse reactions of receiving both vaccines together. However, several years of CDC data demonstrates the safety of receiving the flu and COVID-19 vaccines together .

Moderna recently released Phase 3 clinical trial data on a new combination vaccine against both the flu and COVID-19. This combination vaccine, currently called mRNA-1083, has demonstrated higher effectiveness when compared with individual vaccines for the flu or COVID-19. Moderna is expected to seek FDA approval soon. This combination vaccine may increase vaccine uptake because only one shot will be required instead of two.

Sick kids should stay home

The most important way to reduce the spread of germs in school is to follow the principle of keeping kids home when they’re sick . When sick kids go to school, they infect not only other students but teachers and staff too. When teachers get sick, it affects student learning and costs the U.S. billions of dollars each year.

Most schools and day care centers have guidelines on when to keep a child at home . As a general rule, a child should stay home from school or day care if they have a fever, vomiting, diarrhea or if they are generally unwell and unable to fully participate in school.

Without the presence of a fever, it is OK to go to school with a cough or runny nose, as long as the child feels well enough to participate in class. To return to school or day care , the child should be fever-free for at least 24 hours without the use of fever-reducing medications. When a student is returning to school with respiratory symptoms, consider having them take extra precautions, such as using a mask to protect others for the next five days.

If you have concerns about whether to send your child to school, it’s always a good idea to seek advice from your health care provider.

Healthy habits boost the immune system

Last but not least, focusing on healthy habits such as getting enough sleep and exercise , as well as eating nutritious meals , helps boost the immune system .

These actions should be practiced by family members of all ages.

• Infectious diseases
• Back to school
• Centers for Disease Control and Prevention (CDC)
• COVID-19 variants
• CDC guidelines
• Virus variants
• COVID isolation requirements
• Subvariants
• FLiRT variants

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