IMPROVED SCORES USING A MODIFIED TEAM BASED LEARNING INSTRUCTIONAL APPROACH IN A MCAT PREPARATION PROGRAM

J. N. Pasley*, B. R. Thomas^#, B. A. Boateng^‡ *Department of Physiology & Biophysics;

^# Center for Diversity Affairs ^‡Office of Educational Development, *^#‡University of Arkansas for Medical Sciences, Little Rock, AR 72205 U.S.A.

PURPOSE: This paper describes the introduction of an innovative instructional method in an existing MCAT preparation program. The objective was to introduce a modified team based learning (TBL) approach to enhance the skills necessary for optimal performance on the MCAT exam through a no lecture format. Previously, instruction involved lectures either live or via compressed video that resulted in poor attendance and no improvement in scores.

METHODS: The new MCAT prep program began in 2006 and is an intensive 13-week (Saturdays only) program developed for economically disadvantaged students interested in medical careers. Twenty students were accepted into the initial program in 2006. Each session begins with student presentations on session topics followed with work on passages from AAMC practice tests individually, in pairs, and then in fours. Medical students facilitate the discussion sessions in physical and biological sciences, and verbal reasoning. Each session concludes with timed CBT quizzes relevant to that day’s topics. Participants complete a full- length computer based MCAT pretest at the beginning and a posttest at the end of the 13 week prep period.

RESULTS: In 2006 and 2007, total scores from pre to post-tests increased an average of 6.0 and 9.3 points respectively. Actual total scores increased 7.0 and 9.0 points from pre-test scores in 2006 and 2007 respectively. Eight students from the initial class and 10 students from the 2007 MCAT class were admitted to the UAMS College of Medicine in 2007.

CONCLUSION: The modified TBL format for MCAT prep appears to have significantly improved MCAT scores.