Directed Study Pathway Curriculum Advantages

In instituting the alternate learning pathways (DSP, PBL and PCSP) at LECOM, the college recognizes that learning styles differ among students and that such alternative pathways, through the basic and clinical sciences of the OMS I and OMS II years, offer unique advantages to many students.

Some of these advantages and some special characteristics of the DSP are:

  • DSP helps students become “lifelong learners,” reinforcing learning skills needed throughout a physician’s career. The program is especially suited for students who possess skills in self-education and time management, and in particular, the ability to efficiently learn on their own. All of these are important professional assets to the practicing physician and define “lifelong learners.” It should be noted that there is no statistical evidence that demonstrates superiority of any pathway; however, after completing the curriculum, most DSP students do believe that the DSP curriculum aids them in developing learning skills that are necessary for an effective clinical educational experience during their OMS III and OMS IV years of medical school.
  • DSP involves an active learning process, with students being responsible for their own learning and progress. By practicing the self-discipline necessary to direct their own efforts to achieve mastery of subjects, students receive the self-satisfaction that comes from independent learning, which in turn motivates them to continue learning. Faculty members direct the learning through providing detailed learning objectives to the students to guide their studying through the provided textbooks. Faulty then facilitate discussions and Q&A sessions to clarify difficult concepts and answer specific questions.
  • There are regular examinations within each course and check points along the way. These checkpoints include content meetings 3-4 per week with faculty to assess student knowledge. Each meeting has a formative quiz worth 3-5 points and provides an opportunity for students to clarify learning objectives and ask questions.
  • Faculty use a variety of teaching materials. In choosing learning resources for the DSP students, faculty may specify texts, articles, websites and other audio-visual resources for study. In turn, the module approach provides the freedom for students who want more information to use optional or additional resources for gaining in-depth knowledge.
  • Directed study is considered by some students to be less stressful as they feel a flexible schedule is less onerous than a rigid one; however, such flexibility requires excellent time-management and discipline.

While many students may have developed some independent study habits while in college, some have not honed these skills and it may take a little time to develop appropriate study habits for DSP. In the case of some students, the use of time to develop such skills may leave them with insufficient time to master the material Pathway directors, faculty advisers, and peer mentors are. Since all students require an adjustment period for developing a study approach and learning how to best budget their time. The DSP curriculum is slowly introduced and geared towards allowing time for students to develop independent study skills.