Perspectives on medical education · 2026
Evaluating the Effectiveness of a Pre-Medical Pathway Program Containing Strengths-Based Innovations.
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Giacomotto Gianna, Antillon Ricardo, Trejo Esmeralda, Moreno Gerardo, Bath Eraka, Gold Gregg J, Lucero Jennifer M
Аннотация
BACKGROUND & NEED FOR INNOVATION: Summer pathway programs are designed to support students from under-resourced communities aspiring to enter healthcare professions. This study evaluated the effectiveness of a program containing strengths-based components within the UCLA Pre-Med Enrichment Program (PREP), a six-week academic enrichment initiative. PREP aims to highlight and support the individual strengths students bring to the profession while reducing psychological barriers to success.
GOAL FOR INNOVATION: Strengths-based components were incorporated into the 2022-2024 PREP curriculum to improve outcomes.
STEPS TAKEN FOR DEVELOPMENT AND IMPLEMENTATION OF INNOVATION: Students participated in workshops focused on identifying and developing the strengths and experiences they bring to medicine, alongside traditional deficit-based activities emphasizing what students lack. Drawing from psychological literature, the additional curriculum was designed to shift mindsets and reduce barriers related to self-efficacy, stereotype threat, and imposter syndrome.
OUTCOMES OF INNOVATION: The strengths-based components yielded positive outcomes. Post-program assessments found significant reductions in imposter syndrome and stereotype threat, and increased self-efficacy. No significant changes were found in gender identity, ethnic stigma consciousness, or math identification.
CRITICAL REFLECTION ON YOUR PROCESS: Strengths-based components should be considered for pathway programs and may also hold value for undergraduate medical education. Integrating curricular elements that highlight students' strengths and promote positive self-perceptions can help reduce psychological barriers to academic and professional success. Future research should explore strategies to engage pre-medical students with low self-efficacy to help reduce attrition among aspiring medical professionals.
GOAL FOR INNOVATION: Strengths-based components were incorporated into the 2022-2024 PREP curriculum to improve outcomes.
STEPS TAKEN FOR DEVELOPMENT AND IMPLEMENTATION OF INNOVATION: Students participated in workshops focused on identifying and developing the strengths and experiences they bring to medicine, alongside traditional deficit-based activities emphasizing what students lack. Drawing from psychological literature, the additional curriculum was designed to shift mindsets and reduce barriers related to self-efficacy, stereotype threat, and imposter syndrome.
OUTCOMES OF INNOVATION: The strengths-based components yielded positive outcomes. Post-program assessments found significant reductions in imposter syndrome and stereotype threat, and increased self-efficacy. No significant changes were found in gender identity, ethnic stigma consciousness, or math identification.
CRITICAL REFLECTION ON YOUR PROCESS: Strengths-based components should be considered for pathway programs and may also hold value for undergraduate medical education. Integrating curricular elements that highlight students' strengths and promote positive self-perceptions can help reduce psychological barriers to academic and professional success. Future research should explore strategies to engage pre-medical students with low self-efficacy to help reduce attrition among aspiring medical professionals.