Evaluating the Effectiveness of a Pre-Medical Pathway Program Containing Strengths-Based Innovations

Gianna Giacomotto; Ricardo Antillon; Esmeralda Trejo; Gerardo Moreno; Eraka Bath; Gregg J. Gold; Jennifer M. Lucero

doi:10.5334/pme.2330

Evaluating the Effectiveness of a Pre-Medical Pathway Program Containing Strengths-Based Innovations

Volume 15 (2026): Issue 1

By: Gianna Giacomotto , Ricardo Antillon, Esmeralda Trejo, Gerardo Moreno , Eraka Bath , Gregg J. Gold and Jennifer M. Lucero

Open Access

|Aug 2026

Abstract

Background & Need for Innovation: Summer pathway programs are designed to support students from under-resourced communities aspiring to enter healthcare professions. This study evaluated the effectiveness of a program containing strengths-based components within the UCLA Pre-Med Enrichment Program (PREP), a six-week academic enrichment initiative. PREP aims to highlight and support the individual strengths students bring to the profession while reducing psychological barriers to success.

Goal for Innovation: Strengths-based components were incorporated into the 2022–2024 PREP curriculum to improve outcomes.

Steps Taken for Development and Implementation of Innovation: Students participated in workshops focused on identifying and developing the strengths and experiences they bring to medicine, alongside traditional deficit-based activities emphasizing what students lack. Drawing from psychological literature, the additional curriculum was designed to shift mindsets and reduce barriers related to self-efficacy, stereotype threat, and imposter syndrome.

Outcomes of Innovation: The strengths-based components yielded positive outcomes. Post-program assessments found significant reductions in imposter syndrome and stereotype threat, and increased self-efficacy. No significant changes were found in gender identity, ethnic stigma consciousness, or math identification.

Critical Reflection on your Process: Strengths-based components should be considered for pathway programs and may also hold value for undergraduate medical education. Integrating curricular elements that highlight students’ strengths and promote positive self-perceptions can help reduce psychological barriers to academic and professional success. Future research should explore strategies to engage pre-medical students with low self-efficacy to help reduce attrition among aspiring medical professionals.

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Articles in this issue

DOI: https://doi.org/10.5334/pme.2330 | Journal eISSN: 2212-277X

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Language: English

Page range: 697 - 704

Submitted on: Dec 6, 2025

Accepted on: Jul 31, 2026

Published on: Aug 31, 2026

Published by: Ubiquity Press

In partnership with: Paradigm Publishing Services

© 2026 Gianna Giacomotto, Ricardo Antillon, Esmeralda Trejo, Gerardo Moreno, Eraka Bath, Gregg J. Gold, Jennifer M. Lucero, published by Ubiquity Press
This work is licensed under the Creative Commons Attribution 4.0 License.

Volume 15 (2026): Issue 1