CONSULTING MEDICAL LEARNERS: EVALUATING THE IMPACT OF A READINESS PROGRAM ON MEDICAL LEARNERS' RE-ENTRY INTO THE M1 CURRICULUM

Abstract

Medical learners who return to the first-year curriculum following a leave of absence (LOA) often re-enter an environment marked by high academic intensity, time pressure, and high-stakes assessments, yet many institutions lack a structured pathway to support reintegration. This doctoral dissertation evaluated an existing readiness program designed to assist medical learners returning from LOA as they re-engage with the M1 curriculum. Guided by Sanford’s Theory of Challenge and Support, Bandura’s Social Cognitive Theory, and Bronfenbrenner’s Ecological Systems Theory, the study examined (1) circumstances associated with learners’ decisions to pursue LOA, (2) perceived effects of a readiness program on academic success, well-being, and wellness, and (3) ways the program may contribute to sustainable improvements and longer-term support structures. An emergent mixed-methods design was implemented across sequential phases and included program evaluation components. Fourteen medical learners who completed LOA participated in online questionnaires and semi-structured interviews. Quantitative data were summarized using descriptive statistics, and qualitative data were analyzed using an inductive thematic approach. Survey findings indicated high satisfaction with the program and strong endorsement of program organization, relevance, and psychological safety. Participants reported increased preparedness and confidence for re-entry, with many indicating improved academic performance following program participation. Post-program screening scores reflected predominantly minimal-to-mild anxiety and depression. Thematic analysis produced four themes representing the LOA pathway: (a) decisions to pursue LOA, (b) challenges during LOA, (c) supports during LOA, and (d) benefits experienced following LOA and program engagement. Across accounts, consistent check-in meetings and sustained connection to the institution emerged as particularly influential in reducing shame, improving mindset, and strengthening readiness to return. Findings suggest that a structured readiness program may support academic reintegration and learner well-being while informing scalable, sustainable institutional practices for learners navigating LOA.