Purpose 
It is widely acknowledged that active learning is growing as a preferred pedagogical method in medical education. To expand on the standard, “one-size-fits-all” preclinical medical education model, we are exploring more individualized, tailored learning experiences in our curriculum.  To assist in these efforts, we are using a longitudinal, two-phase, mixed-methods, embedded case study design to investigate how matriculating medical students' learning experiences (e.g., preferences and strategies), profile (e.g., personalities [beliefs, attitudes], and demographics), and knowledge base impact academic performance in our active learning, undergraduate medical education curriculum.  Ultimately, we intend to use our findings to guide curricular changes aimed at more individualized education and to guide faculty development programming in active learning and precision education. 

Methods 
Our study design carefully considers 1) student cohorts, 2) data collection efforts, and 3) mixed-methods collection and analytical approaches. This is a 4-year, mixed-methods, single-institution embedded case study where the main investigation (Phase 1) will collect data on student learning experiences and profiles using a Qualtrics survey of published, validated learning approaches and styles questionnaires along with a LASSI survey. These data combined with prior achievements will be used to build a predictive model of student achievement in our active learning medical school curriculum. Phase 2 will be a qualitative investigation via Qualtrics survey to explore students’ perceptions of the impact of matriculating factors on their performance in the active learning curriculum. 

Results 
We will have preliminary results from Year 1, Phase 1 ready to share during the Lightening Talk. Phase 1 quantitative surveys will encourage newly matriculated first-year students to individually self-reflect on their learning preferences, learning personalities, and background learning strategies. Phase 2 qualitative surveys will be retrospective, allowing students to critically think about their big-picture, curricular active learning performance, as it related to matriculating factors and medical school active learning experiences. 

Conclusion 
We will have preliminary conclusions from Year 1, Phase 1 to share during the Lightening Talk.