Presented By: Kirsten Larson, Drexel University College of Medicine
Co-Authors: Cheryl DeScipio, Drexel University College of Medicine
Carolyn Giordano, Drexel University College of Medicine
Monika Jost, Drexel University College of Medicine
Leon McCrea, Drexel University College of Medicine
Todd Strochlic, Drexel University College of Medicine

Purpose 
While genetics is integrated into undergraduate curricula, foundational genetics and the math, problem-solving, and logic skills required for success in medical genetics begin in K-12 education. Many undergraduate courses have replaced basic genetics content with advanced topics, potentially disadvantaging students who attended under-resourced middle and high schools. Many students who enter MD programs from post-baccalaureate programs find the core genetics concepts difficult, impacting their exam performance and overall well-being during the first months of medical school class. To help address these deficits, we have added genetics workshops to the post-bac curriculum. 

Methods 
Students completed pre- and post-workshop knowledge assessments. Then, using a flipped classroom model, the students asynchronously reviewed content on mitosis, meiosis, and the basics of inheritance. Academically diverse teams, created based on the pre-workshop quiz data, met for several short problem-solving sessions. During these sessions, students worked with their peers under faculty supervision in a large group setting (~70 students). Quantitative and qualitative feedback on student genetics preparation and confidence in the subject matter was collected pre- and post-workshop and analyzed. 

Result 
This workshop was implemented in the 2023-2024 academic year. Combining a peer assessment scheme (students review each other's work) with a proctor model (oversight by faculty or more experienced teachers) allowed students to identify gaps in their knowledge and logic and develop a deeper understanding of the topic. The pre-test and post-test confirmed gains in knowledge. In addition, students indicated a higher level of confidence and satisfaction with the topic after completing the workshops and before starting the MD Program. 

Conclusion 
A targeted intervention before matriculation into medical school can help address disparities in genetics knowledge.