PURPOSESense of belonging, the need to feel socially connected, is linked
to student wellness, burnout, and academic success. Belonging is essential
during transitions and in high-stress environments such as medical school.
Gross anatomy, a high-stakes introductory course, is often the first place
where these challenges emerge. In 2024, our institution identified reduced
belongingness among first-year medical students as a factor contributing to
early academic difficulty. To address this, we developed TIGER Tracks
(Targeted Interventions for Growth, Engagement, and Retention), a structured
faculty–student engagement initiative designed to strengthen belongingness
and support academic improvement.
 
METHODSUsing a quality-improvement framework, TIGER Tracks was implemented
across four consecutive first-year anatomy blocks. Students who scored below
75% on the first exam, were readmitted, or demonstrated notable early
performance decline, were invited to participate. The intervention included
timely faculty outreach after identification, small-group coaching sessions
emphasizing normalization of struggle and individualized study planning,
structured follow-up before subsequent exams, and congratulatory messages
reinforcing effort and progress. Measures included exam score trajectories,
student engagement, and qualitative reflections on belongingness and
perceived faculty support.
 
RESULTSAcross all blocks (n ? 200), 10–15% of students met at-risk
criteria. Engagement was high, with 95% attending at least one coaching
session. Remediation rates decreased from 10–12% in previous years to 4–5%.
Qualitative feedback described increased psychological safety, feeling “seen”
by faculty, greater confidence, and stronger sense that faculty were invested
in students’ success.
 
CONCLUSIONSTIGER Tracks is a feasible, relationship-centered intervention
that enhances sense of belonging while supporting early academic improvement.
Future work will incorporate validated belongingness measures and explore
expansion to other foundational science courses.