Introduction

Despite prerequisite requirements for entry to medical school, the preparation, readiness and learning strategies of medical students are widely varied. Bridge programs have been instrumental in supporting students from diverse backgrounds who embody the qualities of exceptional physicians but may benefit from guidance in developing effective learning approaches. This panel will discuss how effective learning strategies, particularly active learning and learner agency can foster long-term success and support wellness throughout medical education.
 

Importance of the Topic or Problem

Medical training is cognitively and emotionally taxing. Students must not only master complex content but also manage stress, motivation, and self-doubt. Programs that emphasize content over the learning process may leave students ill-equipped to adapt to these rigors, especially if they haven’t developed the confidence or ability to take ownership of their learning. Without fostering self-directed learning skills, students may struggle not only with the demands of a rigorous medical curriculum but also with the ongoing growth required of physicians who must be lifelong learners. Sharing student perspectives on learner centered strategies may shine a light on underused tools for improving not just academic outcomes, but also resilience.
 

Rationale for the Panel

This panel consists of current medical students and pathway program alumni who have embraced and utilized evidence-based learning approaches and found success through the development of learner agency. The goal of the panel is to highlight how early exposure to these strategies can help students navigate the academic and emotional challenges of medical school. Participants will reflect on their past experiences, citing specific examples of activities that have led them to become learners with agency.
 

Challenges/Concerns/Gaps in the Field Being Addressed

There is a cultural bias in medical education that prioritizes high-yield content and repetition-based tools, often seen as essential for success on high-stakes exams, over fostering deep, conceptual understanding. Students who don’t connect with these methods may feel isolated or begin to question their own learning abilities. At the same time, wellness is often treated as separate from academic development, rather than being an essential component woven into the learning process itself. This panel will try to address these gaps by reframing success around learner ownership/autonomy, and flexible study strategies. Focus will be placed on the importance of challenging institutions to reconsider how they define preparation and support within bridge programs and pre-clinical curriculum.