PURPOSE
The preclinical curriculum can be daunting for many medical students. The
volume of material, shortening of the preclerkship phase, and extracurricular
pressures have led to more students seeking efficient learning strategies. In
response, we developed the Proficiency Enhancement Program or PEP – a series
of optional small groups that run in parallel to the first-year curriculum
where proven learning strategies are integrated with curricular content.
METHODS
Using “Make it Stick” as a framework, we identified eight principles for
PEP – effort, retrieval, interleaving, peer-to-peer learning, reflection,
growth mindset, the learning toolbox, and creating a safe space. These
principles were implemented in weekly faculty-led closed-book small group
sessions using open-ended practice questions. During PEP, students answer questions,
justify their answers, ask clarifying questions, and participate in active
learning. Initially an invitation-only program, PEP is now open to all
students in the first year of the MD and Medical Master’s programs.
RESULTS
The first cohort of PEP in AY 2016-17 consisted of four invited students
(total M1 cohort =150). In contrast, 84% of the first-year MD and Medical
Master’s cohort (N=178) are enrolled this academic year. On average, 74
students signed up for weekly sessions with 14 students per small group.
Preliminary thematic analysis suggests that students find PEP to be helpful
for learning and exam preparation, providing a collaborative and supportive
learning environment, and encouraging active learning and higher-order
thinking. Students also appreciated the quality of the faculty facilitators
and alignment of PEP with course content and exams.
CONCLUSIONS
The PEP program is popular amongst students and encourages collaborative
learning and higher order thinking. A detailed analysis of the impact of PEP
on student performance is currently ongoing.