The Impact of the Summer Pre-matriculation Program on Student Approaches to Studying in Gross Anatomy Course

Abstract

To support early success in medical or dental school, respectively, the University of Mississippi Medical Center (UMMC) offers a six-week pre-matriculation program for academic performance and social adaptation to students accepted despite some variance in their academic records (a lower DAT or MCAT score, grade point average, or other academic gap). These students are offered a preview of first year basic science courses, including biochemistry, histology, and gross anatomy. A 2014 pilot study suggests the program’s benefits, but does not examine student approaches to studying across its challenging curriculum. To investigate whether or not the program currently supports effective study approaches, we examined (1) students’ approaches to studying before and after the six-week summer pre-matriculation program; (2) the relationship between the academic performance and approaches to studying; (3) changing patterns of approaches to studying for high- and low-performing students. Our data showed that 20% of students changed their dominant approach to studying after the summer program, with an overall positive shift towards deep approach to studying. Despite the absence of any significant correlation between academic performance and any type of approach to studying, differential adjustments were noted between high- and low-performing students and further analyzed. Overall, the summer pre-matriculation program fostered a positive shift to the preferred deep approach to studying; however, educators should monitor and mentor individual students, especially the low-performing students, so as to better guide their academic adaptations.