Purpose
The transition into medical school presents academic, psychological, and social challenges. In response, some undergraduate medical education (UME) programs have implemented pre-matriculation "boot camps" to create a smoother entry into medical school. Research about boot camps’ methods and effectiveness is limited, primarily focusing on testing strategies and student mentorship rather than UME course content. The project’s goal is to examine an optional four-week virtual pre-matriculation course designed to improve participants’ educational competency and overall perceived preparedness about entering medical school.

Methods
The program covers foundational concepts (e.g., homeostasis, immunology, time management) and assignments (e.g., discussion boards, quizzes). The course was delivered via recorded videos. Data were collected using pre- and post-course surveys, the Learning Aid Study Strategies Inventory assessment, and students’ UME course scores.

Results
In 2025, 32 out of 40 matriculating students enrolled in the pre-matriculation course with one-third actively participating. Preliminary findings show approximately 70% of post-course respondents (n = 24) completed half of the modules or more. The majority of students (53%) reported the curriculum content was the most beneficial course component. Additional data will become available once students complete their first UME course (September 2025). We will examine associations between academic performance and student attendance.

Conclusion
Once complete data are available, we will review the effectiveness of our pre-matriculation course and potential for generalizability to other UME institutions. The implementation of an effective pre-matriculation course enables us to determine an improved academic and psychosocial student transition. Future studies can focus on longitudinal data analysis after students have completed their first year and more pre-matriculation courses have been completed.