Name
Scoping review and critical narrative analysis of pre-matriculation
programs in medical education
Date & Time
Monday, June 8, 2026, 2:08 PM - 2:23 PM
Location Name
Estes B
Speakers
Authors
Priyadarshini Dattathreya, Hackensack Meridian School of Medicine
Swati Pandya, University of Cincinnati College of Medicine
Iyabode Okoro, Penn State College of Medicine
Margaret A. Hadinger, OnlineMeded / Archer Pulse
Margaret Dreker, Hackensack Meridian School of Medicine
Presentation Topic(s)
Student Support
Description
PURPOSE: Pre-matriculation programs (PMP) in medical education are
increasingly being used to support meaningful transition of incoming
students. These programs are uniquely designed to reflect the distinct
curriculum of the institution and their student demographic. There is limited
systematic understanding of how these programs are structured across
different institutions. Our study addresses this gap through a scoping review
and a critical narrative analysis of literature. Our goal is to develop a conceptual
framework to support strategic planning and evaluation of PMP in medical
education.
METHODS: We conducted a systematic search of peer-reviewed articles and
gray literature published in English between 1985 and 2025. Our search
strategy focused on key databases, including ProQuest, Google Scholar,
Scopus, and EBSCO, to identify articles that report on the goals, structure,
outcomes, and evaluations of PMP. From 106 initial articles, 30 met final
inclusion criteria. We extracted and analyzed data on program duration,
delivery method, target audience, stated goals, and types of interventions. A
scoping review was then conducted to synthesize findings.
RESULTS: A critical narrative analysis revealed four overarching domains of
PMP interventions: Knowledge-based (basic science and clinical content
review), skill-building (study strategies, test-taking, clinical
preparation), attitudes & behavioral support (professional identity
formation, resilience) and belonging & wellness focused (community
building, peer support, mental health resources). These domains reflect the
varied purposes of PMP and highlight the range of approaches employed to
support medical students.
CONCLUSIONS: The four-domain framework provides a structured lens for
understanding the current scope of PMP as well as a practical tool. This
framework will guide medical educators in strategic design and evaluation of
PMP tailored to their unique institutional contexts and better aligned with
student needs.
increasingly being used to support meaningful transition of incoming
students. These programs are uniquely designed to reflect the distinct
curriculum of the institution and their student demographic. There is limited
systematic understanding of how these programs are structured across
different institutions. Our study addresses this gap through a scoping review
and a critical narrative analysis of literature. Our goal is to develop a conceptual
framework to support strategic planning and evaluation of PMP in medical
education.
METHODS: We conducted a systematic search of peer-reviewed articles and
gray literature published in English between 1985 and 2025. Our search
strategy focused on key databases, including ProQuest, Google Scholar,
Scopus, and EBSCO, to identify articles that report on the goals, structure,
outcomes, and evaluations of PMP. From 106 initial articles, 30 met final
inclusion criteria. We extracted and analyzed data on program duration,
delivery method, target audience, stated goals, and types of interventions. A
scoping review was then conducted to synthesize findings.
RESULTS: A critical narrative analysis revealed four overarching domains of
PMP interventions: Knowledge-based (basic science and clinical content
review), skill-building (study strategies, test-taking, clinical
preparation), attitudes & behavioral support (professional identity
formation, resilience) and belonging & wellness focused (community
building, peer support, mental health resources). These domains reflect the
varied purposes of PMP and highlight the range of approaches employed to
support medical students.
CONCLUSIONS: The four-domain framework provides a structured lens for
understanding the current scope of PMP as well as a practical tool. This
framework will guide medical educators in strategic design and evaluation of
PMP tailored to their unique institutional contexts and better aligned with
student needs.