Development of an interdisciplinary pre-matriculation program designed to promote medical students’ self efficacy

Figures & data

Figure 1. Curricular elements of a four-week retention program for incoming medical students. Curricula was designed to combine active learning and more standard elements, and included weekly problem based learning (PBL) cases, didactic lectures, laboratories, and student presentations of a clinical infectious disease case (‘Grand rounds’), (ELISA, enzyme linked immunosorbant assay; GI, gastrointestinal; HIV-1, human immunodeficiency virus −1).

Table 1. Demographics of program participants.

	Pre-matriculation participants (N=22)		Entire matriculating Class (N=180)
Under-represented minority	72.7%		11.1%
Disadvantaged SES mtatus (2014 and 2015 only)	43.8%		33.3%
Rural hometown (<20 000)	59.1%		82.8%
Minnesota resident	45.5%		91.1%
Average age at matriculation	26		23
Women	63.6%		49.4%
		Range		Range
Average MCAT	26.04	24–32	28.84	23–36
MCAT BS	9.09	7–11	10.08	7–14
MCAT PS	6.41		9.43	5–14
MCAT V	6.14		9.33	5–13
BCPM	3.27	1.93–3.98	3.61	1.93–4.00

Figure 2. Microbiology concept inventory. Students in the pre-matriculation program were administered the Host Pathogen Interactions concept inventory at the beginning of the program (Pretest). All medical students took the exam during orientation week, which was a week and half after the end of the program. The average scores and standard deviation were calculated for participants in the program (Posttest) and nonparticipants (Peers). The difference between the pretest and posttest was significantly different by a paired t-test (p = 0.0002, n = 22).