Preparing for the MD: How Long, at What Cost, and With What Outcomes?

Abstract

Purpose To assess educational and professional outcomes of an accelerated combined bachelor of science–doctor of medicine (BS–MD) program using data collected from 1968 through 2018. Method Participants of this longitudinal study included 2,235 students who entered medical school between 1968 and 2014: 1,134 in the accelerated program and 1,101 in the regular curriculum (control group)—matched by year of entrance to medical school, gender, and Medical College Admission Test (MCAT) scores. Outcome measures included performance on medical licensing examinations, academic progress, satisfaction with medical school, educational debt, first-year residency program directors’ ratings on clinical competence, specialty choice, board certification, and faculty appointments. Results The authors found no practically important differences between students in the accelerated program and those in the control group on licensing examination performance, academic progress, specialty choice, board certification, and faculty appointments. Accelerated students had lower mean educational debt (P < .01, effect sizes = 0.81 and 0.45 for, respectively, their baccalaureate debt and medical school debt), lower satisfaction with their second year of medical school (P < .01, effect size = 0.21), and lower global satisfaction with their medical school education (P < .01, effect size = 0.35). Residency program directors’ ratings in 6 postgraduate competency areas showed no practically important differences between the students in the accelerated program and those in the control group. The proportion of Asian students was higher among program participants (P < .01, effect size = 0.43). Conclusions Students in the accelerated program earned BS and MD degrees at a faster pace and pursued careers that were comparable to students in a matched control who were in a regular MD program. Findings indicate that shortening the length of medical education does not compromise educational and professional outcomes.

Association of Compensation and Educational Debt with Burnout and Perceived Impact of Debt on Women Physicians' Career and Lifestyle Choices

“…For example, an accelerated BA/MD com-bined program, currently 6 years in length, resulted in significantly lower educational debt compared with a matched cohort in a traditional MD program. 23 Another proposed solution is that the public, who benefit from a strong and diverse medical workforce, help to subsidize loan repayment. 24 Anecdotally, some medical schools now offer free or markedly reduced tuition to all students, supported by philanthropy.…”

The Value of Contemporary BS–MD Programs

“…The unique curriculum and mission of BS–MD programs may also explain students’ preferences for certain specialties. Students from Gonnella and colleagues’ study 1 were significantly more likely to select an internal medicine specialty. This may be attributed to the mission behind the development of combined programs: to satisfy the growing need for primary care physicians in disadvantaged populations.…”

“…As students in a combined bachelor of science–doctor of medicine (BS–MD) program, we read with great interest Gonnella and colleagues’ report, 1 which sought to elucidate the educational and professional implications of such programs. Below, we present anecdotal descriptions of experiences at our institution, which we believe speak to the efficacy of BS–MD programs.…”

In Reply to Levy and Ahmed

“…In Reply to Levy and Ahmed: We are pleased that 2 physicians-in-training, who are themselves participants in a combined bachelor of science-doctor of medicine (BS-MD) degree program at the CUNY School of Medicine, cared to comment on our recent study that assessed educational outcomes of the Penn State-Jefferson accelerated combined BS-MD degree program. 1 We appreciate their positive remarks on our study. It is important, however, to know that our accelerated combined degree program was initiated in 1963 when there was a shortage of physicians in the United States and a declining trend in the number of applicants to medical schools.…”

“…We are pleased that 2 physicians-in-training, who are themselves participants in a combined bachelor of science–doctor of medicine (BS–MD) degree program at the CUNY School of Medicine, cared to comment on our recent study that assessed educational outcomes of the Penn State-Jefferson accelerated combined BS–MD degree program. 1…”