Background: The COVID-19 pandemic posed a unique challenge for summer research programs in 2020, particularly for programs aimed at hands-on experience for younger trainees. The Indiana University Melvin and Bren Simon Comprehensive Cancer Center supports two pipeline programs, which traditionally immerse high school juniors, seniors, and early undergraduate students from underrepresented populations in science in hands-on projects in cancer biology labs. However, due to social distancing policies during the pandemic and reduction of research operations, these students were not physically allowed on campus. Thus, the authors set out to strategically pivot to a wholly virtual curriculum and evaluate the Virtual Summer Research Experience in Cancer outcomes. Methods: The virtual program included four components: 1. a core science and professional development curriculum led by high school teachers and senior undergraduates; 2. faculty-delivered didactic sessions on cancer science; 3. mentored, virtual research projects with research faculty; and 4. online networking events to encourage vertical mentoring. Outcomes data were measured using an 11-item Research Preparation scale, daily electronic feedback, and structured evaluation and feedback via Zoom weekly. Results: Outcome data suggested high self-reported satisfaction with the virtual program. Outcome data also revealed the importance of coordination between multiple entities for seamless program implementation. This includes the active recruitment and participation of high school teachers and further investment in information technology capabilities of institutions. Conclusions: Findings reveal a path to educate and train high school and early undergraduate students in cancer research when hands-on, in-person training is not feasible. Virtual research experiences are not only useful to engage students during public health crises but can provide an avenue for cancer centers to expand their cancer education footprints to remotely located schools and universities with limited resources to provide such experiences to their students.

中文翻译：

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为高中生和早期本科生建立虚拟的夏季癌症研究经验：COVID-19大流行的教训

背景：COVID-19大流行给2020年的夏季研究计划（尤其是针对年轻学员的实践经验的计划）带来了独特的挑战。印第安纳大学梅尔文分校和布伦·西蒙综合癌症中心支持两个项目计划，这些计划传统上是将来自代表性不足人群的高中生，年长者和早期本科生浸入癌症生物学实验室的动手项目中。但是，由于大流行期间的社会疏远政策和研究活动的减少，这些学生在校园内实际上没有被允许。因此，作者着手战略性地转向完全虚拟的课程，并评估关于癌症成果的虚拟夏季研究经验。方法：虚拟程序包括四个组件：1。由高中教师和高年级本科生主导的核心科学和专业发展课程；2.教授关于癌症科学的教学会议；3.与研究人员一起指导虚拟研究项目；4.在线交流活动，以鼓励纵向指导。结果数据使用11项研究准备量表，每日电子反馈以及每周通过Zoom进行的结构化评估和反馈进行测量。结果：结果数据表明对虚拟程序的自我报告满意度很高。成果数据还显示了在无缝实施计划中多个实体之间进行协调的重要性。这包括高中教师的积极招聘和参与，以及对机构信息技术能力的进一步投资。结论：研究结果揭示了在动手，面对面的培训不可行时，对高中生和早期本科生进行癌症研究教育和培训的途径。虚拟研究经验不仅有助于在公共卫生危机期间吸引学生，而且可以为癌症中心提供渠道，将其癌症教育足迹扩展到资源有限的偏远学校和大学，以向学生提供此类经验。