PURPOSE
Early exposure to integrated content may ease the transition into medical
school and support student success. Integrated teaching has been linked to
improved retention, stronger connections between basic and clinical sciences,
and increased learner engagement. This pilot project developed a
Staphylococcus aureus module that combined microbiology, immunology, and
pharmacology to mirror the structure of our medical school curriculum. The
goal was to evaluate whether this early, discipline spanning exposure
enhances first-year medical students’ preparedness, confidence, and perceived
academic readiness.
METHODS
Students who completed the integrated module were invited to participate in
anonymous pre- and post-module surveys. The surveys assessed preparedness,
confidence in subject matter, motivation, and perceived performance using
Likert-scale items and open-ended questions. Descriptive statistics
summarized quantitative trends, while qualitative responses were used to
identify major patterns. Paired comparisons of pre- and post-survey data were
used to evaluate changes following participation.
RESULTS
Six first-year students completed both surveys. Participants reflected a
wide range of academic backgrounds; across all nine Likert-scale items,
students demonstrated an overall increase in confidence and perceived
preparedness after completing the module. The average pre-survey score across
all items was 3.13, compared with 3.75 on the post-survey, representing a
mean increase of 0.62 points. Qualitative feedback emphasized appreciation
for the integrated structure of the module.
CONCLUSIONS
Preliminary findings suggest that participation in the integrated module
positively influences first-year medical students’ preparedness, confidence,
and ability to synthesize concepts across disciplines. These results align
with existing evidence supporting integrated curricular models in early
medical education. Although limited by the small sample size and ongoing data
collection, this pilot study provides early support for the value of
integrated pre-matriculation modules and their potential to strengthen
foundational knowledge and improve readiness for the academic rigor of medical
school.