Observational studyBMC medical education2026
Bridging the gap: evaluation of the impact of a structured pre-professional medical education gap year on medical career pathway, competency development, and preparedness for professional school.
Observational study in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
What it found
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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.
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Who cites it
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Corrections and comments
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Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundMedical school admissions committees often prioritize traditional pathways, but structured clinical gap year (scGY) programs may offer valuable opportunities for career exploration, competency development, and professional preparedness. The impact of scGY programs on these outcomes remains unclear. The objective of this study was to evaluate the impact of a structured clinical gap year program on medical career exploration, competency-based skill development, preparedness for professional school, and burnout mitigation.
methodsThis observational study surveyed 38 participants who completed a 14-month dermatology-focused scGY program at a single private practice. The scGY program began in 2017 and remains ongoing. Surveys were administered in May 2024, with all responses submitted by July 2024. The program included direct patient care, surgical assisting, electronic medical record use, structured mentorship, and weekly didactic sessions. Thirty-seven participants responded to a post-program survey (97% response rate). Data collected included academic outcomes, self-reported confidence in ACGME core competencies (before and after the program), perceived preparedness for professional school, and perceptions of whether a gap year helps mitigate burnout. Changes in competency confidence were assessed using Wilcoxon signed-rank tests.
resultsParticipants reported significant improvements in all competency domains, with the greatest increases in patient care/clinical skills (mean improvement: 6.2 points) and interpersonal/communication skills (mean improvement: 5.9 points). Compared to their peers, 64% self-reported they felt more prepared and 36% self-reported they felt much more prepared for professional school. Career exploration rankings indicated the scGY program was more valuable than shadowing or volunteering. Additionally, 89% believed that completing a scGY reduced burnout.
conclusionsA structured clinical gap year program enhances perceived competency development, affirms career pathways, and improves professional school self-reported preparedness while potentially reducing burnout. These findings suggest that admissions committees should recognize scGY experiences as valuable, rather than viewing them as unnecessary delays in medical training.
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