Abstract
Purpose
In medical education literature, it is unclear whether standard practices exist among pre-matriculation courses at US medical schools. The purpose of this project was to investigate how pre-matriculation courses are designed and utilized in US medical schools.
Methods
Lists of the current medical schools that belong to the AAMC and AACOM were obtained. Medical schools in Canada and Puerto Rico were excluded. A total of 171 schools met the inclusion criteria. A phone survey consisting of 19 questions was conducted obtaining information about pre-matriculation courses and their design from 2012 to 2014. Data was manually entered into IBM SPSS 19, which was used to generate summary statistics.
Results
Of the 171 schools that met inclusion criteria, 133 schools were reached. Thirty-one schools responded “yes” to having a pre-matriculation course. Since 2010, there was a 52.2% increase in the prevalence of pre-matriculation programs in the USA. Only 21.7% of courses are exclusively geared toward “high-risk” students. The mean course length is 3.96 weeks, 75% of the courses are delivered by faculty, and 75.65% of course content covers basic science material. An improvement in student academic performance was listed by 95.7% of the schools as a primary goal.
Conclusions
Pre-matriculation courses at US medical schools are not compulsory, and the trend toward utilizing these courses appears recent. There are many intended outcomes. Our literature review and survey research do not conclusively support the efficacy of pre-matriculation courses in improving student performance but, rather, provide a basic framework for current course design.
Similar content being viewed by others
References
Compton MT, Carrera J, Frank E. Stress and depressive symptoms/dysphoria among US medical students: results from a large, nationally representative survey. J Nerv Ment Dis. 2008;196(12):891–7.
Dyrbye LN, Thomas MR, Shanafelt TD. Systematic review of depression, anxiety, and other indicators of psychological distress among US and Canadian medical students. Acad Med. 2006;81(4):354–73.
Canavan MM, Saavedra R, Russell AY. A health science center’s pre-matriculation retreat. Acad Med. 1993;68(5):358–9.
Heck AJ. Students activities in a pre-matriculation course as a predictor of initial academic performance in medical school. Med Sci Educ. 2014;24:239–43.
Stoddard HA, et al. Developing an online prematriculation orientation program and its relation to student performance in the first class taken in medical school. Teach Learn Med. 2008;20(4):302–7.
Wilson WY, et al. A prematriculation intervention to improve the adjustment of students to medical school. Teach Learn Med. 2011;23(3):256–62.
Seifert WE, Harper RA. The pre-entry program at UTMSH: effect on academic performance of first-year medical students. J Int Assoc Med Sci Educ. 2007;17(2):112–8.
Lindner I, et al. A pre-matriculation learning program that enables medical students with low prerequisite scores to succeed. Med Teach. 2013;35(10):872–3.
Kornitzer B, Edward R, Rifkin MR. Improving the adjustment of educationally disadvantaged students to medical school: the summer enrichment program. Mt Sinai J Med. 2005;72(5):317–21.
Hesser A, Lewis L. Evaluation of a summer prematriculation program for black and other nontraditional students. Acad Med. 1992;67(4):270–2.
Richardson BL, Saffran M. Effects of a summer preview program of study skills and basic science topics on the academic performance of minority students. J Natl Med Assoc. 1985;77(6):465.
Battistella M, Kaufman DM, Talley RC. An online summer course for prematriculation medical students. Acad Med. 2001;76(5):499–500.
Ugbolue A, Whitley PN, Stevens PJ. Evaluation of a preentrance enrichment program for minority students admitted to medical school. Acad Med. 1987;62(1):8–16.
Williams MT. Pre-matriculation program at the University of South Florida College of Medicine. Acad Med. 1999;74(4):397–9.
Strayhorn G. Participation in a premedical summer program for underrepresented-minority students as a predictor of academic performance in the first three years of medical school: two studies. Acad Med. 1999;74(4):435–47.
AAMC (2014) About the AAMC: American Association of Medical Colleges. https://www.aamc.org/about/. Accessed April 2014.
AACOM (2014) About AACOM: American Association of Colleges of Osteopathic Medicine. http://www.aacom.org/about/colleges/Pages/default.aspx. Accessed April 2014.
Kaufman P and Owings J (1992) Characteristics of at-risk students in NELS:88. National Educational Longitudinal Study of 1988, U.S. Dept. of Education, Office of Educational and Research Improvement. NCES 92–042.
Hall ML, Stocks MT. Relationship between quantity of undergraduate science preparation and preclinical performance in medical school. Acad Med. 1995;70930:220–5.
Heck AJ, Underwood T. A pre-matriculation course that focuses on a metacognitive approach to learning. Med Sci Educ. 2016;26:515.
Perry RR, Philips BU, Mahan JM. A follow-up evaluation of a summer health career program for minority students. J Med Educ. 1976;51:175–80.
Levine HG, Williams Jr LB, Bruhn JG. Six years of experience with a summer program for minority students. J Med Educ. 1976;51:735–42.
Clemendor AA, Moore ON. A premedical program for disadvantaged students. J Med Educ. 1978;53:658–60.
Feldman LA, Burnett F. Students for medicine: a program for the preparation of the disadvantaged student. J Med Educ. 1973;48:945–7.
Lea J, Farias H. A summer health sciences experience for minority group students. J Med Educ. 1972;47:903–4.
Jackson RE. The effectiveness of a special program for minority group students. J Med Educ. 1972;47:620–4.
Reede JY. A recurring theme: the need for minority physicians. Health Aff. 2003;22(4):91–3.
Nickens HW, Ready TP, Petersdorf RG. Project 3000 by 2000: racial and ethnic diversity in US medical schools. New Eng J Med. 1994;331(7):472–6.
Kuper A, Albert M, Hodges BD. The origins of the field of medical education research. Acad Med. 2010;85(8):1347–53.
Mitchell KJ. Traditional predictors of performance in medical school. Acad Med. 1990;65(3):149–58.
Dunleavy DM, et al. The predictive validity of the MCAT exam in relation to academic performance through medical school: a national cohort study of 2001–2004 matriculants. Acad Med. 2013;88(5):666–71.
Davidson RC, Lewis EL, et al. Affirmative action and other special consideration admissions at the University of California, Davis, School of Medicine. JAMA. 1997;278(14):1153–8.
Huff KL, Fang D. When are students most at risk of encountering academic difficulty? A study of the 1992 matriculants to the U.S. medical schools. Acad Med. 1999;74(4):454–60.
Maher BM, et al. Medical school attrition-beyond the statistics a ten year retrospective study. BMC Med Educ. 2013;13:13.
Duller D, Kase N. Challenging traditional premedical requirements as predictors of success in medical school: the Mount Sinai School of Medicine Humanities and Medicine Program. Acad Med. 2010;85(8):1378–83.
Author information
Authors and Affiliations
Corresponding author
Rights and permissions
About this article
Cite this article
Heck, A.J., Gibbons, L., Ketter, S.J. et al. A Survey of the Design of Pre-matriculation Courses at US Medical Schools. Med.Sci.Educ. 27, 229–236 (2017). https://doi.org/10.1007/s40670-017-0379-3
Published:
Issue Date:
DOI: https://doi.org/10.1007/s40670-017-0379-3