Introduction

This study evaluates the Penn Access Summer Scholars (PASS) Program, a two-summer, research-intensive pathway program at the University of Pennsylvania’s Perelman School of Medicine that supports underrepresented in medicine (URiM) college premed students. URiM students—including those identifying as Black, Hispanic, American Indian/Alaska Native, and Native Hawaiian/Pacific Islander—remain underrepresented despite decades of efforts. Guided by Swail et al.’s (2003) Persistence Model (emphasizing cognitive, social, and institutional preparedness), Carline et al.’s (1998) literature review of pre-med pathway components, and Harper’s (2010) Anti-Deficit Framework (focusing on success instead of failure), this study examined which elements of PASS most effectively foster perceived preparedness, areas most and least prepared, and unintended consequences. The Context-Input-Process-Product (CIPP) model (Stufflebeam, 2003) framed the evaluation of program design, implementation, and outcomes.

Methods

This convergent mixed-methods, retrospective cohort study focused on alumni from the 2020–2022 PASS cohorts. Using purposeful and snowball sampling, participants included 20 survey respondents (80% response rate) and 9 interviewees, most of whom are now medical students. Demographically, the group was 55% HBCU students, 62% Black, 75% female, and 45% low-income. The PASS Program integrates 11 core components across cognitive, social, and institutional domains, such as research apprenticeships, professional development workshops, a cohort model, financial/logistical support, waived MCAT requirements, and mentorship.
 

Quantitative data were collected via online surveys using Likert-scale and multiple-choice questions aligned to AAMC pre-medical competencies. Descriptive statistics (mean and standard deviation) were used to identify trends in perceived preparedness and component effectiveness. Qualitative data were collected through open-ended survey questions and semi-structured Zoom interviews. Thematic analysis was conducted to identify key themes related to participant experiences, perceived outcomes, and unintended effects. The integration of mixed methods provided a comprehensive understanding of the program’s effectiveness and its influence on URiM students’ paths to medical school.
 

Results

Five central themes emerged as pillars of a Reimagined Pathway Program Framework: readiness, reframed mindsets, relationships, resources, and reform. Students reported strong social preparedness, citing supportive peer networks and emotional development, but noted a need for stronger academic readiness, particularly in test-taking, foundational content (e.g., biochemistry, genetics), and pacing. Highly rated components included research exposure, holistic programming, and financial/logistical support. Less effective elements included limited clinical exposure, minimal community engagement, and rigid program structure. Unintended consequences included internalized pressure, imposter syndrome, and silent emotional struggles. Participants viewed pathway programs not just as support systems, but as vehicles for broader systemic change in medical education.
 

Conclusion

My research aligns with the theme Broadening the Path: Connecting Pathways and Building Bridges to Potential by examining how holistic, equity-centered pathway programs can strengthen the bridge between college and medical school for underrepresented students, ultimately expanding access and representation. It emphasizes the need to strengthen all three dimensions of preparedness while enhancing academic scaffolding, near-peer mentoring, and experiential learning. For the ASPBP community, the Reimagined Pathway Program Framework offers a guiding model for program design, evaluation, and impact. Ultimately, this framework supports efforts to build a more diverse, prepared, and equitable physician workforce.