PURPOSE
To improve student satisfaction and preparedness for Step 1, our
institution redesigned its second-year curriculum, transitioning from a
faculty-directed curriculum to a learner-centered, engaged learning
curriculum. This new curriculum allowed additional time for independent
learning while the abridged in-person time prioritized interactive
station-based learning sessions, case-based learning, and weekly assessment
of and for learning.
 
METHODS
In Spring of 2024, a committee of faculty, staff, and students proposed a
redesign of the second-year curriculum, with a focus on independent study,
active learner engagement in the classroom, integration and application of
foundational sciences, longitudinal continuity of faculty, and weekly
non-graded and graded quizzes. This Curriculum Committee-approved redesign
was enacted in Fall 2024. Effectiveness of this curricular intervention was
measured by student course satisfaction, NBME Comprehensive Basic Science
Exam (CBSE) performance, STEP-1 pass rates, and on-time progression to the
third year.
 
RESULTS
Since the implementation of this curriculum, we saw improvements in the M2
CBSE performance, from 68 (SD 10.2, n=181) in 2023-2024 to 72 (SD 10.2,
n=175) in 2024-2025 (p<0.01). The first-time Step 1 pass rate for the
cohort was 85% in 2023-2024 and 94% in 2024-2025. The progression rate from
the second year to the third year rose from 86% in 2023-2024 to 90% in
2024-2025. Importantly, we also saw significant improvements in student
satisfaction, with 94% of students rating the Fall course as “good,” “very
good,” or “excellent” in 2024-2025 compared to 85% in 2023-2024.
 
CONCLUSIONS
By partnering with learners, our institution was able to achieve our goal
of improving student satisfaction along with academic success in the second
year of medical school through a redesign of our second-year curriculum that
emphasized learner independence and engagement.