Presented By: Bindu Menon, University of Toledo College of Medicine
Co-Authors: Kathryn Eisenmann, University of Toledo College of Medicine
Coral Matus, University of Toledo College of Medicine

Purpose
Matriculating medical students, coming from diverse academic backgrounds,  present with varying strengths and weaknesses in their foundational science knowledge. Onboarding these students and  "leveling the field" at the start of the medical school curriculum is a challenge that most institutions face. One solution is to equip students with the tools necessary to take charge of and personalize academic growth at the outset. Precision Medical Education (PME) is a systematic approach that transforms learning by personalizing education. Grounded on tenets of PME and with the long-term goal of producing Master Adaptive Learners, we introduced Self-Regulated Learning (SRL) on day 1 of medical school.

Methods
Students were provided with learning objectives on specific foundational science content and asked to independently assess their learning needs and knowledge gaps. A diverse set of learning resources were assembled accounting for students with diverse backgrounds and learning styles. They were given multiple self-assessment opportunities; after each, they received a system-generated strengths/opportunities report. These customized reports, generated by tagging each item to specific learning objectives, provided individualized guidance to help them focus their learning and master the assigned content. Each student was also part of a peer group that met regularly for support and feedback.

Results
Eighty-two percent of students passed the assessment on the first attempt and most of the remainder on their second attempt. Student surveys showed that 63% of respondents agreed that the SRL helped them recognize areas of weakness. 90% of respondents rated the experience as satisfactory.

Conclusions
Introducing concepts of SRL on day 1 aligns with our goals to equip learners with the educational toolkit and motivational framework that promotes successful self-assessment, critical thinking, and independent lifelong learning in their medical education journey.