Evaluation of Student Performance in Combined Baccalaureate-MD Degree Programs

Ls, Loftus; Tl, Willoughby; Connolly, AnnaMarie

doi:10.1207/s15328015tlm0904_1

Cited by 12 publications

(10 citation statements)

References 43 publications

(40 reference statements)

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“…Of these 32 studies, 17 were excluded for using either unwanted outcomes or outcomes defined in such a way that dropout was typically contaminated by delay in study 43–59 . Seven studies were excluded for proving irrelevant to our research question on closer inspection, 60–66 two for representing duplicate publications, 67,68 three for representing non‐primary studies, 69–71 two for examining irrelevant populations, 72,73 and one for being unpublished 74 . In addition, an ancestry search of all 69 studies referred for quality assessment resulted in the inclusion of a further 11 relevant studies 75–85 .…”

Section: Resultsmentioning

confidence: 99%

Factors associated with dropout in medical education: a literature review

et al. 2011

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Section: Resultsmentioning

confidence: 99%

Factors associated with dropout in medical education: a literature review

et al. 2011

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“…The 1960s also saw a trend toward larger medical school class sizes. For example, between 1960 and 1970, the University of Minnesota Medical School increased its freshman class from 164 to 227 students [15]. …”

Section: Detailed Historymentioning

confidence: 99%

Comprehensive history of 3-year and accelerated US medical school programs: a century in review

Schwartz

Ajjarapu

Stamy

et al. 2018

Medical Education Online

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Within the context of major medical education curricular reform ongoing in the United States, a subset of schools has re-initiated accelerated (3-year) medical education. It would be helpful for education leaders to pause and consider historical reasons such accelerated medical schools were started, and then abandoned, over the last century to proactively address important issues. As no comprehensive historical review of 3-year medical education exists, we examined all articles published on this topic since 1900. In general, US medical educational curricula began standardizing into 4-year programs in the early 1900s through contributions from William Osler, Abraham Flexner, and establishment of the American Medical Association (AMA) Council of Medical Education (CME). During WWII (1939–1945), accelerated 3-year medical school programs were initiated as a novel approach to address physician shortages; government incentives were used to boost the number of 3-year medical schools along with changed laws aiding licensure for graduates. However, this quick solution generated questions regarding physician competency, resulting in rallying cries for oversight of 3-year programs. Expansion of 3-year MD programs slowed from 1950s to 1960s until federal legislation was passed between the 1960s and the 1970s to support training healthcare workers. With renewed government financial incentives and stated desire to increase physician numbers and reduce student debt, a second rapid expansion of 3-year medical programs occurred in the 1970s. Later that decade, a second decline occurred in these programs, reportedly due to discontinuation of government funding, declining physician shortage, and dissatisfaction expressed by students and faculty. The current wave of 3-year MD programs, beginning in 2010, represents a ‘third wave’ for these programs. In this article, we identify common societal and pedagogical themes from historical experiences with accelerated medical education. These findings should provide today’s medical education leaders a historical context from which to design and optimize accelerated medical education curricula.

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“…One recent study of seven combined baccalaureate/MD programs observed no apparent difference in the medical school grades or licensing examination scores the baccalaureate/MD students obtained relative to the scores obtained by students who had taken the TPM. 13 Another study observed no difference in academic performance between students in the Early Assurance Program at the Icahn School of Medicine at Mount Sinai and those admitted to the same institution through the TPM. 14 Drees et al 15 concluded that graduates of the combined baccalaureate/MD program at the University of Missouri-Kansas City outperformed students who had taken the TPM in areas such as problem solving and professionalism.…”

Section: Discussionmentioning

confidence: 97%

The Association Between Premedical Curricular and Admission Requirements and Medical School Performance and Residency Placement

George

Park

et al. 2016

Academic Medicine

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Purpose The curricular elements of undergraduate premedical education are the subject of an ongoing debate. The Warren Alpert Medical School of Brown University (AMS) matriculates students via the traditional premedical route (TPM) and an eight-year baccalaureate/MD program—the Program in Liberal Medical Education (PLME)—which provides students with a broad and liberal education. Using the juxtaposition of these two admission routes, the authors aimed to determine whether there is an association between highly distinct premedical curricular and admission requirements and medical school performance and residency placement. Method The cohorts studied included all of the PLME (n = 295) and TPM (n = 215) students who graduated from the AMS between 2010 and 2015. Outcome variables consisted of multiple measures of medical school performance, including standardized multiple-choice examination scores and honors grades, and residency placement. The authors employed unadjusted tests of averages and proportions (independent t tests and chi-squared tests) to compare variables. Results The TPM students attained marginally, but statistically significantly, higher average scores on standardized multiple-choice examinations than their PLME counterparts. The number of undergraduate premedical science courses completed by PLME students accounted for less than 4% of the variance in key metrics of medical school performance. The residency placement record of the PLME and TPM cohorts proved comparable. Conclusions These findings suggest that the association between medical school performance and residency placement and undergraduate premedical curricular and admission requirements is weak. Further study is needed to determine the optimal premedical preparation of students.

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Evaluation of Student Performance in Combined Baccalaureate-MD Degree Programs

Abstract: The support systems of the Baccalaureate-MD degree programs facilitate retention in a medical career. The educational experiment of the combined-degree programs has demonstrated that future physicians can be successfully selected from high school.

Cited by 12 publications

References 43 publications

Factors associated with dropout in medical education: a literature review

Factors associated with dropout in medical education: a literature review

Comprehensive history of 3-year and accelerated US medical school programs: a century in review

The Association Between Premedical Curricular and Admission Requirements and Medical School Performance and Residency Placement

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