Location
University of Nebraska Medical Center
Event Date
3-31-2026
Abstract
Medical schools are faced with the challenge of helping students from diverse backgrounds succeed in an intensive education environment. To ease the transition, promote evidence-based study strategies, and emphasize student well-being, a voluntary weeklong Academic Preparedness Program (APP) was implemented and offered to all incoming first year medical students. This project evaluated program acceptability and effectiveness as well as its impact on block scores. Program evaluation included electronic surveys combining both quantitative and qualitative questions immediately following the APP (Survey 1) and again after completion of the first block of medical school (Survey 2). Exam and block scores were compared between APP participants and non-participants using an independent t-test. Seventy-eight out of 145 students (53.7%) participated in the APP, of which 52.5% responded to survey 1 and 17% to survey 2. Most participants (91%) rated the program as very effective to effective. The most highly rated sessions included the M2 panel (78% rated very effective), practice quiz (59%), memorization strategies (56%), and introduction to flashcards (54%). In survey 2, 85% of respondents indicated they would recommend the APP to others. Qualitative responses identified four primary strengths of the program: meaningful near peer insight, early exposure to medical school workload fostering preparedness and confidence, development of effective/personalized study strategies, and building community. Areas for improvement include adjusting the pacing of the program and increasing small groups and applied learning activities. APP participants demonstrated slightly higher mean scores on the first block’s two examinations and overall course assessment compared to nonparticipants, though differences were not statistically significant (p>0.05). There were no differences in final block scores throughout the first semester (p>0.05). Initial results suggest that combining an early experiential approach with individualized coaching may support students’ transition into medical school. Future work will incorporate wellness and connectedness metrics into program evaluation.
Included in
A Weeklong Academic Preparedness Program Boosts Student Confidence, Community, and Readiness for Medical School
University of Nebraska Medical Center
Medical schools are faced with the challenge of helping students from diverse backgrounds succeed in an intensive education environment. To ease the transition, promote evidence-based study strategies, and emphasize student well-being, a voluntary weeklong Academic Preparedness Program (APP) was implemented and offered to all incoming first year medical students. This project evaluated program acceptability and effectiveness as well as its impact on block scores. Program evaluation included electronic surveys combining both quantitative and qualitative questions immediately following the APP (Survey 1) and again after completion of the first block of medical school (Survey 2). Exam and block scores were compared between APP participants and non-participants using an independent t-test. Seventy-eight out of 145 students (53.7%) participated in the APP, of which 52.5% responded to survey 1 and 17% to survey 2. Most participants (91%) rated the program as very effective to effective. The most highly rated sessions included the M2 panel (78% rated very effective), practice quiz (59%), memorization strategies (56%), and introduction to flashcards (54%). In survey 2, 85% of respondents indicated they would recommend the APP to others. Qualitative responses identified four primary strengths of the program: meaningful near peer insight, early exposure to medical school workload fostering preparedness and confidence, development of effective/personalized study strategies, and building community. Areas for improvement include adjusting the pacing of the program and increasing small groups and applied learning activities. APP participants demonstrated slightly higher mean scores on the first block’s two examinations and overall course assessment compared to nonparticipants, though differences were not statistically significant (p>0.05). There were no differences in final block scores throughout the first semester (p>0.05). Initial results suggest that combining an early experiential approach with individualized coaching may support students’ transition into medical school. Future work will incorporate wellness and connectedness metrics into program evaluation.