Presented By: Migdalisel Berlingeri, Michigan State University

Purpose 
To support students in the transition to medical school we designed a 6-week program that included learning activities with strong focus on foundational knowledge, understanding of metacognition and support measures that promote study and wellness strategies. This abstract presents the preliminary outcomes of the program.

Methods 
The implementation of this new program involved the design of new curricular activities with new content and teaching modalities. Students prepared for the week using an online. At the start of the week all students met in a Large Group Activity (LGA) that applied the content of the learning module. Throughout the week students participated in small groups sessions that applied the knowledge on specific patient presentations. The LGAs also were the scenario for the sessions on metacognition, learning strategies and wellness activities. Program implementation was evaluated through surveys and assessments of foundational knowledge.

Results 
The new interventions were well received. When surveyed after each large group session most students expressed feeling supported in their transition to medical school. Furthermore, they self-reported growth in the areas of pharmacology, microbiology, human development, and genetics.

Conclusion 
This interdisciplinary intervention was successful in supporting students through the first weeks of medical school while focusing on strong foundational science knowledge. More assessment data will be evaluated to determine the impact of foundational science learning throughout the first year of medical school.