Medical Students at Risk: Practical Lessons after 10 years of a Premedical Enrichment Program

This article was migrated. The article was marked as recommended. Introduction: At the impending conclusion of a ten-year post baccalaureate program, the authors evaluated our Premedical Enrichment Program (PrEP) for effectiveness and component transferability to the medical curriculum. The study focused on two research questions: 1) was the PrEP successful in matriculating well prepared educationally disadvantaged students to medical school, and, 2) What did PrEP students value most about the program? Methods: We matched 61 PrEP participants to a nonparticipating student of the same cohort, age, ethnic status, gender, economic disadvantage, MCAT score, and undergraduate GPA. We compared Step 1 performance and academic performance. An online survey tool collected student views on PrEP program effectiveness and retrospective pre-post questions regarding academic preparedness. Results: PrEP student academic outcomes were equal to those of the matched comparison group despite higher MCAT scores and GPAs for the latter. Students valued the strong program relationships they built, ensuring study partners and emotional support during medical school. Students reported that the PrEP increased biochemistry knowledge, improved study skills, familiarized them with medical school processes, and introduced them to an active learning pedagogy. They expressed gratitude for having the opportunity to study medicine. They felt the program built their confidence, encouraged professional identity exploration, and that their diverse experiences and challenges were valued. Discussion/Conclusion: Results reiterate the importance of the social learning environment, the potential to strengthen academic performance by building genuine and long lasting relationships, and the subsequent potential for growth in confidence for medical school. Interconnected course content reinforces new learning and student confidence with learning strategies. Important goals for educationally disadvantaged student success include building these trust relationships with significant faculty and student colleagues. Confidence and trust have the opportunity to grow with authentic performance successes, witnessed, shared, and confirmed by sympathetic peers and faculty.