Evaluating undergraduate academic prerequisites across institution types in an integrated med-ical curriculum.

OBJECTIVES

This evaluation study examines how undergraduate courses, institution type, and the presence of a gap year relate to outcomes at an MD-granting medical school in the United States.

METHODS

Archival educational data was analyzed from 1,476 matriculating students between 2017 and 2023. Variables included undergraduate science grade point average, medical college aptitude test subscale scores, course credit hours, institution type, and gap time since graduation. Correlational analyses and mean comparison between groups were conducted.

RESULTS

Students' grade point average in required prerequisites at four-year universities was moderately correlated with academic performance (Pearson's r's = .17-.29), but grade point average in the same courses at community colleges was not. The one exception was physics, (Pearson's r = .20). Notably, the number of credit hours in required prerequisites was not correlated with medical school performance in any institution type. There were no significant differences between students who graduated from a public or private, or domestic or international university. Students who had at least one gap year (M = 83.8%, SD = 5.56%) performed slightly lower on internal block exams than students who had no gap year (M = 84.9%, SD = 5.16%), t(1235) = 3.686, p < .001, Cohen's d = .21.

CONCLUSIONS

Although the findings are from a single institution, institution-level analyses are essential for dispelling commonly held beliefs about applicant readiness, giving credence to a more holistic view of applicants.