A summer pre‐entry program for minority students incorporating Problem‐Based Learning

Learning support interventions for Year 1 medical students: a review of the literature

“…Interventions seem to focus on several areas, including content knowledge, academic success skills, personal and professional skills, and programme‐related elements. Content knowledge interventions primarily addressed basic sciences, mathematics, medical vocabulary and terminology, behavioural sciences, and unspecified content knowledge or academic performance …”

“…Programme‐related elements included programme expectations, culture of medicine, and familiarity with medical school …”

“…Although the intervention strategies were not always indicated, the interventions were provided through various strategies. Faculty staff‐facilitated learning included individual or small‐group tutoring, laboratory reviews, problem‐based learning tutoring and clinical forums . Peer‐facilitated learning included peer‐led study groups, peer tutoring, and peer coaching and mentoring by students in more senior years .…”

“…Also related to dose is the persistence of results beyond the intervention phase. It seems that the persistence of content knowledge gains is greater when interventions are at least one semester long . We think that relatively long durations are more likely to be effective than short durations because often the intervention seeks to change long‐term, entrenched habits and deficiencies that may not change overnight.…”

“…Thirteen articles were published during 1973-1999, 3,8,14,17,[30][31][32][33][34][35][36][37][38] four articles during 2000-2009, [39][40][41][42] and nine articles during 2010-2016. [11][12][13][43][44][45][46][47][48] Sixteen articles came from the USA 3,8,13,14,17,30,31,[33][34][35][36][37][38][39]41,43 and the rest from Australia, 40 Canada, 32 Dominica, 11,46 Germany, 47 India, 45 the Netherlands, 48 South Africa 42,44 and the UK. 12 Of the 16 US articles, 12 were published prior to 2...…”