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Effectiveness of Prematriculation Programs for Student Success in Medical School

Journal: Journal of Osteopathic Medicine Date: 2024/12, 124(12):Pages: A17-A18. doi: Subito , type of study: cross sectional study

Full text    (https://www.degruyter.com/document/doi/10.1515/jom-2024-2000/html)

Keywords:

academic performance [9]
cross sectional study [826]
medical students [644]
osteopathic medicine [2016]
prematriculation [1]
programs [124]
USA [1630]

Abstract:

Context: Prematriculation (Pre-Matric) programs for medical schools seek to provide an accelerated experience for select incoming students to preview the medical school and its curricular program. However, there are a lack of studies examining the effect of these programs on student success in their first year of medical school, particularly at an osteopathic medical school (1-2). At the Ohio University Heritage College of Osteopathic Medicine (OUHCOM), the Pre-Matric program is a 4-week summer program reflecting a simulated medical school curriculum that involves a flipped classroom, content exams, and an active learning environment. Objective: This study seeks to answer the following research question: Does a Pre-Matriculation program impact osteopathic medical students’ self-efficacy, study habits, and exam performance in their first year of medical school? Methods: An anonymous, voluntary Qualtrics survey was sent to 16 students who completed the Pre-Matric program during the summer of 2023. The survey was administered twice: at the conclusion of their first and second semesters of medical school. The survey included 5-point Likert scale questions and 5 open-ended questions about assessment preparedness, study habits, and self-efficacy. The overall osteopathic importance of examining the effectiveness of the Pre-Matric program is to highlight areas for further research and development to optimize student outcomes and enhance the overall quality of osteopathic training. Preliminary data were analyzed by descriptive statistics, paired t-tests, and thematic analysis. Results: A total of 15 responses out of 32 (46.9%) were collected between both semesters. Five students strongly agreed that Pre-Matric prepared them to take content exams, and 8 students agreed the program prepared them for an active learning environment. Six students agreed that the program helped them develop a study schedule and 7 students agreed that it enhanced their confidence. Four themes emerged from thematic analysis about study habits: adapting study habits; challenges with time management; early exposure to academic environment; and value of learning from mistakes. During the first year of medical school, the exam scores between Pre-Matric students and non-Pre-Matric students was statistically significant (t(5) = -12.94, p. Conclusions: This study found that the Pre-Matric program appears to provide significant benefits to participants in terms of preparedness for active learning environments and specific medical school components such as anatomy lab and osteopathic manipulative medicine (OMM) lab. Students reported enhanced study habits and increased confidence, which could suggest that the program aids in the development of critical skills for the first year of medical school. Despite these self-reported benefits, preliminary academic performance data demonstrated that Pre-Matric students scored significantly lower than students who did not go through the Pre-Matric program. Findings from this study highlight the value of Pre-Matric program in fostering self-efficacy and the development of effective study strategies, even though they did not translate to exam scores. Future research could investigate these students’ long-term outcomes and identify elements that directly influence student exam performance.


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