The important but difficult choice of vocational trajectory often takes place in college, beginning with majoring in a subject and taking relevant coursework. Of all possible disciplines, pre-medical studies are often not a formally defined major but pursued by a substantial proportion of the college population. Understanding students' experiences with pre-med coursework is valuable and understudied, as most research on medical education focuses on the later medical school and residency. We examined the pattern and predictors of attrition at various milestones along the pre-med coursework track during college. Using a College Board dataset, we analyzed a sample of 15,442 students spanning 102 institutions who began their post-secondary education in years between 2006 and 2009. We examined whether students fulfilled the required coursework to remain eligible for medical schools at several milestones: 1) one semester of general chemistry, biology, physics, 2) two semesters of general chemistry, biology, physics, 3) one semester of organic chemistry, and 4) either the second semester of organic chemistry or one semester of biochemistry, and predictors of persistence at each milestone. Only 16.5% of students who intended to major in pre-med graduate college with the required coursework for medical schools. Attrition rates are highest initially but drop as students take more advanced courses. Predictors of persistence include academic preparedness before college (e.g., SAT scores, high school GPA) and college performance (e.g., grades in pre-med courses). Students who perform better academically both in high school and in college courses are more likely to remain eligible for medical school.
|Original language||English (US)|
|Issue number||12 December|
|State||Published - Dec 2020|
Bibliographical noteFunding Information:
This research was supported by a grant from the College Board to Paul R. Sackett and Nathan R. Kuncel. Paul R. Sackett served as a consultant to the College Board. This relationship has been reviewed and managed by the University of Minnesota in accordance with its conflict of interest policies. This research is derived from data provided by the College Board. Copyright 2006- 2011 The College Board. www.collegeboard.com The funders had no role in study design, data collection and analysis, decision to publish, or preparation of the manuscript.
© 2020 Zhang et al.