Abstract：
High-impact practices (HIPs) are educational practices that foster student success. HIPs have not been widely used in cancer education and research despite the need for students to develop key transferable skills and cultivate social responsibility. Our study addresses this need by implementing four community-based learning HIPs within the context of cancer education and research. Each HIP was classified as having low, moderate, or high alignment with the traits of effective HIPs. Undergraduate science students participated in one to four HIPs as a Feedback Participant, General Volunteer, Student Leader, or Cancer Undergraduate Research and Education (CURES) Class Student. We then studied the effect of these HIPs on students\' development of knowledge and skills; career interest and preparedness; and social responsibility. Results from self-reported questionnaires showed that HIPs increased students\' cancer knowledge and developed their transferable and technical skills. Many students reported that these HIPs strongly impacted their career preparedness; positively influenced their interest in pursuing careers in health or biomedical sciences; and encouraged them to participate in community service activities. Thus, these findings provide new insights into the perceived benefits of HIPs in cancer education and research by undergraduate students.
摘要：
高影响力实践（HIP）是促进学生成功的教育实践。尽管学生需要发展关键的可转移技能并培养社会责任感，但HIP尚未广泛用于癌症教育和研究。我们的研究通过在癌症教育和研究的背景下实施四个基于社区的学习HIP来满足这一需求。每个HIP被归类为低，中度,或与有效HIPs的性状高度一致。本科理科学生作为反馈参与者参加了一到四个HIP，一般志愿者,学生领袖,或癌症本科研究与教育（CURES）类学生。然后，我们研究了这些HIP对学生知识和技能发展的影响；职业兴趣和准备；和社会责任。自我报告问卷的结果表明，HIP增加了学生的癌症知识，并发展了他们的可转移和技术技能。许多学生报告说，这些HIP强烈影响了他们的职业准备;积极影响他们追求健康或生物医学科学职业的兴趣;并鼓励他们参加社区服务活动。因此，这些发现为本科学生在癌症教育和研究中HIP的益处提供了新的见解.
