ArticleCureus2024
Longitudinal Outcomes: Student Perceptions of a Third-Party-Resource-Based Pre-matriculation Module.
Article in Cureus, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
1 citing paper in PubMed.
- Facilitators' perspectives on a pre-matriculation program in basic biomedical sciences for medical students: a qualitative study.BMC medical education · 2026Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Medical school is grueling. Students are required to learn large amounts of subject matter in short periods of time, while also participating in extra-curricular activities to become well-prepared and future residents. While many third-party resources can aid students in navigating the curriculum, the process of assessing and selecting these tools can be time-consuming and frustrating. To address this challenge, a pre-matriculation module was developed to introduce students to various third-party resources, enabling them to identify their preferences and understand their learning styles before matriculation. Links to free trials were also provided. Additionally, a supplement to the module featured advice and strategies from top-quartile students (now Doctors of Osteopathic Medicine (D.O.s)) on how to succeed in the pre-clinical curriculum. The module included voice-over slide presentations that highlighted third-party resources, tips for using these resources effectively, and insights from contributors on succeeding in the pre-clinical phase. To assess the perceived efficacy of the program, surveys were administered to incoming first-year osteopathic medical students (OMS-1) students at several time points: before beginning the first semester and pre-matriculation module, immediately after completing the module, and at the end of the first semester. Further surveys were conducted at the end of the second, third, and fourth semesters. Statistical analysis of the survey data was performed to evaluate students' perceptions of the module's value. Results indicated that students perceived the pre-matriculation module as significantly contributing to their pre-clinical academic success. These findings suggest that early exposure to third-party learning resources and tailored guidance from successful peers may ease the transition into medical school and foster better academic outcomes. Future research should explore the long-term impact of such pre-matriculation interventions on clinical performance and overall medical education. Additionally, investigations into tailoring modules to different learning styles or specific specialties could further optimize the student experience and success in medical education.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.