Abstract
The Lake Erie College of Osteopathic Medicine offers several curricular pathways to address different adult learning styles, including the traditional Lecture Discussion Pathway (LDP) and the Directed Study Pathway (DSP), which are designed for learners who learn best through reading. We compared pre-matriculation outcomes, preclinical grades, and COMLEX level 1 scores between LDP and DSP students over a 10-year period. DSP students had significantly higher verbal MCAT scores and MS2 GPAs; however, all other variables examined were not significantly different. Thus, students can be equally and successfully educated in distinct learning pathways suited best to their style of learning.
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