Locations:
Search
As the first cohort to navigate a medical education shaped by the COVID-19 pandemic and the transition to a pass/fail USMLE Step 1 exam, the Class of 2025 stands as a testament to resilience, adaptability and innovation. Their recent exit interviews, in which all 33 students participated, provide valuable insights and perspectives on the program’s strengths, areas for improvement and the unique journey of this graduating class.
A class defined by resilience and innovation
The Cleveland Clinic Lerner College of Medicine (CCLCM) of Case Western Reserve University Class of 2025 navigated unprecedented challenges, including a primarily online first year due to the COVID-19 pandemic and being the first cohort to take the USMLE Step 1 exam under the pass/fail format.
“Despite these hurdles, the class demonstrated remarkable adaptability and enthusiasm,” says Beth Bierer, PhD, Professor of Medicine and Director of Assessment and Evaluation, who conducted the student interviews and analyzed the results along with colleagues Johanna Kracji, Denise Milkovich, Marcy Pardee and Deborah Routh. “The majority of the students rated their overall experience a 9 out of 10.”
Strengths of the program
Students consistently praised the strong sense of community within their class, the respect and relationships fostered with faculty, and the program’s flexibility in education and research opportunities. The curriculum’s emphasis on mentorship and early clinical experience stood out as defining features of the CCLCM experience. The students appreciated the various methods CCLCM faculty used to teach and how it helped them discover learning strategies that worked best for them.
“We are gratified that students believed they built strong relationships with faculty where they could reach out to them for guidance and felt safe to ask questions and be ‘wrong’ during preclinical curriculum especially,” says Dr. Bierer. “This demonstrates that our efforts toward maintaining a psychologically safe learning environment are paying off.”
Additionally, the longitudinal research curriculum, problem-based learning/peer teaching and communication skills training were highlighted as key elements to retain in future iterations of the program. The students said these components of the program helped prepare them well for residency.
Assessment system
CCLCM students use a portfolio assessment system, rather than grades, to document performance, which helps foster a non-competitive, collaborative learning environment. Most students said the portfolio system was a valuable self-reflection tool that encouraged them to reflect on their strengths and improvement areas, act upon feedback and communicate their growth.
Caring for patients of all backgrounds: A core value
The students felt that initiatives around caring for patients of all backgrounds were well integrated into the curriculum, particularly in the Art and Practice of Medicine course. They also appreciate student-led initiatives, such as the monthly dinners where students learn about other cultures and enjoy cuisine from that culture.
“While they appreciated the program’s efforts, they expressed a desire for deeper exploration of barriers to care and patient representation in problem-based learning groups. These insights underscore the importance of continuing to evolve efforts to meet the needs of future classes,” says Dr. Bierer.
Research and dual degrees: A path to excellence
The Class of 2025 demonstrated a strong interest in clinical research, supported by exceptional mentorship. They appreciated the flexibility to explore research that is personal and meaningful to them. While some students faced challenges finding subspecialty mentors, the program’s overall research opportunities were highly valued. Of the 28 students who pursued dual degrees, 17 chose the Clinical Research Scholars Program (CRSP), which was particularly well-received.
Preparing for residency
The top reasons our students felt they stood out compared to other applicants in the residency application process include:
Growth opportunities
While the program excels in many areas, students identified some opportunities for improvement. Suggestions included creating a centralized hub for student-related information and more interactive teaching. The students also recommended improving procedural training.
Looking ahead
The exit interviews reaffirmed the value of this feedback process, with students appreciating the opportunity to share their thoughts. Suggestions for the future include maintaining in-person learning, fostering interclass events and ensuring a positive experience during milestone celebrations such as Match Day.
The students’ reflections highlight the program’s commitment to excellence, adaptability and continuous improvement. As CCLCM evolves, these insights will guide our efforts to enhance the student experience, strengthen the curriculum and uphold the program’s reputation for outstanding medical education.
