Purpose
Dispositional Learning refers to cognitive and emotional habits formed about learning, such as curiosity, and intellectual humility. Within the WFUSM Wake Ready curriculum, students learn the basic sciences via two different instructional methods: a didactic-first approach with some active sessions at Winston-Salem and a PBL approach at the Charlotte campus. We aim to investigate the effect of different instructional methodologies on dispositional learning outcomes: intellectual humility, curiosity, and critical thinking in medical students at post-year 1 of pre-clerkship curriculum.

Methods
The baseline data were collected via validated scales for dispositional learning skills for the 1st year medical students at both campuses. Baseline data was analyzed using the Kruskal-Wallis or Chi Square test. At the end of Year 1, quantitative and qualitative data will be collected using the same surveys and focus group, respectively. ANCOVA and thematic analysis will be used for data analysis.

Results
The participants included 49 and 118 students from Charlotte and Winston-Salem campus, respectively. There was no difference in age and demographics between two campuses. The overall critical thinking baseline score of students between two campuses were similar. Interestingly, two domains of the critical thinking: open-mindedness (Charlotte vs. Winston Salem, Median, IQR: 47.5 (43.0, 52.0) vs. 45.0 (41.0,48.0) p <0.05) and maturity of judgement (47.5 (42.0, 51.0) vs. 42.5 (39.0,48.0) p <0.05) were higher in Charlotte students. Intellectual humility and curiosity were similar between campuses.

Conclusion:
Students have comparable baseline intellectual humility, curiosity, and critical thinking skills at both campuses. We expect students at both campuses will develop dispositional learning skills throughout year 1 of pre-clerkship curriculum. However, the mechanism by which it occurs will be different between two instructional methodologies.