P2.001: Heart in Hands: A Hands-On Cardiac Education and Equity Initiative for Underserved Youth

Background: Heart disease (HD) is the leading cause of death among children with birth defects. Furthermore, children in underserved communities, those most affected by health disparities, rarely receive cardiac health education, and fail to learn about careers in science, technology, engineering or math (STEM). These gaps lead to poor childhood health outcomes and ultimately to under-representation in medical and scientific fields. Our AAP Health Equity Grant addresses these disparities by introducing underserved youth to cardiac anatomy, function, and malformations through a learning experience that is designed to inspire interest in healthcare and STEM careers.

Project Description:

Objective:
I designed and built a pulsatile heart model to serve as the centerpiece of a community-based health education program to enhance understanding of heart function and stimulate interest in healthcare and STEM careers among youth from underrepresented in medicine (URiM) backgrounds.

Methods:
Children will be recruited in collaboration with OHSU pathway programs such as Wy’east and On Track, which exclusively serve students who are URiM, including youth from racially and ethnically minoritized groups, low-income households, and rural communities. Participants, typically ages 11–18, will be invited through established program contacts and community partnerships. Sessions will take place both at OHSU and in local community spaces to reduce transportation barriers and ensure equitable access. Invitees will participate in hands-on sessions with a novel kinetic heart model that replicates pulsatile blood flow and cardiac mechanics. Core concepts of the vertebrate heart (4 chambers), its circulation (“what goes around comes around”), the ventricular septal defect (“a hole between the pumping chambers” will introduce fundamental normal cardiac anatomy, physiology, and heart malformation. We will measure knowledge acquisition and interest in healthcare and STEM fields via pre and post-assessment questionnaires. Three months later we will conduct a follow-up survey to assess sustained impact. Descriptive statistics will evaluate shifts in knowledge and interest. Paired t-tests will assess the significance of pre- and post-assessment scores. Open-ended responses will undergo qualitative analysis using NVivo software, applying a structured coding framework to identify recurring themes related to engagement, inspiration, and barriers to STEM exposure.

Discussion: Promoting early exposure to health education and STEM concepts through hands-on, culturally responsive programs can empower underserved youth to imagine new futures. By bridging this gap, we can not only improve health literacy but also spark curiosity and open doors to future opportunities.

Conclusion: Preliminary work has allowed us to refine content delivery, optimize engagement strategies, and improve workflows. Project implementation is ongoing. Anticipated results include: 1. Participant understanding of normal cardiac anatomy and physiology. 2. Appreciation of congenital heart disease. 3. Interest in healthcare and STEM careers. 4. Validation of the pulsatile heart model as an effective, low-cost teaching tool. 5. Strengthened community partnerships and scalable pathways for future outreach.