Program Introduction

Western Michigan University Homer Stryker MD School of Medicine (WMed) offers a Master of Biomedical Sciences Degree program (MBS), which is a designed as a bridge program for students who need to bolster their foundational science education prior to entering medical school. As part of the MBS program, students take a course that introduces them to metacognition and learning strategies. The courses utilizes 1) small group discussions focused on the book “Make It Stick”, 2) workshops focused on multiple choice questions, time management, and study strategies, as well as 3) individual tutoring sessions.
 

Relevance to ASPBP

The pace and magnitude of information that students must learn in medical school is unlike anything they have previously experienced in their educational journey. Thus, ensuring students entering medical school are prepared for this increased rigor is essential for success. For students with limited access to resources, lack of a support network, or who have struggled on their academic journey, a bridge program provides a means to gain admissions into medical school. As part of that program, courses on learning strategies move beyond content knowledge to provide students with the tools they need to succeed academically.
 

Target Population

Bridge students, specifically Masters students, who were preparing to enter a career in medicine were targeted by this intervention, however a learning strategies course could be adapted to meet the needs of any learner preparing for their next phase of education.
 

Lessons Learned

The preliminary impact of the learning strategies course was evaluated using student evaluations and summative examination scores for students who participated in the course compared to those who did not. In total, twelve students have enrolled in the learning strategies course, while 23 students did not. The overall GPA of students enrolled vs not enrolled was not statistically different, however MCAT scores of the participants were statistically higher by 1.8 points (P=0.044). Students who participated in the course on average have scored 2.9 points higher on summative examinations, however this difference is not statistically significant (P=0.131). Student evaluations of the course have been largely positive. Students appreciate the mandatory participation in tutoring, ability to engage in discussions of study strategies, and they gained understanding of how to adapt study strategies for medical school. With the current small cohorts, the impact of the PLS course on grades is insignificant. However, student evaluations provide evidence that this course has value for students. Student engagement in a course designed to teach metacognition helps normalize discussions about learning and study strategies and gives students the agency to take control of their own learning. Long-term a better understanding of the learning process may improve retention of material and time efficiency while studying, which together may reduce exam anxiety for students, overall improving their success in medical school.