Article by: Sarah McCarthy, Ph.D.
Key Takeaways
- Directed Study is independent, but it is highly structured and faculty-guided.
- DSP is best suited for students with strong time management skills who are comfortable learning from textbooks.
- Flexibility in DSP comes from how students organize their day, not from fewer expectations.
- Accountability is built through faculty interactions, meeting quizzes, and scheduled exams.
- Students in DSP grow confident in their study skills by repeatedly practicing how to extract high-yield information from dense material.
This article reflects how I typically explain the Directed Study Pathway to prospective students during interviews and campus conversations.
Why LECOM Built Multiple Learning Pathways
One of the reasons LECOM developed multiple learning pathways is simple: not every student thrives in the same environment.
Many students are very comfortable in traditional lecture settings. Others need more time to process information on their own. The pathways at LECOM exist to give students the opportunity to choose the learning environment that best supports how they learn, while still holding everyone to the same academic standards.
Medical school is demanding, and the goal is not to force every student into the same mold. The goal is to help students succeed by learning in a way that works for them.
What Directed Study Actually Is
One of the biggest misconceptions about the Directed Study Pathway is that it is completely independent.
DSP is independent to a point, but it is very much directed.
Students in DSP work through structured learning modules that provide learning objectives and guidance on what content they need to master. Those learning objectives direct students to the textbook, which is the primary resource in this pathway. Students are expected to read, interpret, and extract the most important information from those readings.
At the same time, DSP students are on campus regularly. They have regularly scheduled meetings with faculty members about 3-5 times per week, depending on the course and system they are studying. These meetings are not optional, and they provide critical structure, guidance, and accountability.
The Role of Faculty in Directed Study
Faculty involvement is one of the most overlooked aspects of DSP.
Students meet frequently with faculty across disciplines, such as pathology, biochemistry, microbiology, and anatomy, depending on the system they are studying. During these meetings, students often take short quizzes to ensure they are keeping up with the material and understanding key concepts.
Faculty also ask students questions, challenge their understanding, and help them clarify difficult topics. These interactions are designed to prepare students for exams and ensure they are truly learning the material, not just reading it.
DSP is not about being left alone to figure things out. It is about learning independently with consistent faculty support.
Structure and Accountability in DSP
Another misconception is that DSP lacks structure. In reality, structure exists in a different form.
All DSP students take exams on a similar schedule to students in the LDP pathway. Exams are not taken at random times, and expectations are consistent across the cohort. Students must be prepared by specific dates and meet the same standards as students in other pathways.
Accountability also comes from daily expectations. Students must show up prepared for meetings, quizzes, and discussions. If a student falls behind, it becomes apparent quickly.
This structure helps students stay on track while still allowing them to manage their time independently.
Flexibility and Work-Life Balance
Flexibility in DSP does not mean less work. It means flexibility in how students organize their day.
DSP students often enjoy more control over when they study compared to students in lecture-based pathways. They may be able to wake up later, schedule workouts, or spend time with family and friends during the day, as long as they meet their academic responsibilities.
That flexibility can support wellbeing, but it only works if students are disciplined. DSP students still need to study six to eight hours a day, in addition to attending required meetings, labs, and exams.
Medical school is intense in any pathway. DSP simply allows students to build a schedule that works best for them.
Time Management as a Core Skill
Time management is absolutely critical in medical school, and it is especially important in DSP.
The volume of material students must learn before clinical rotations and board exams is significant. Procrastination has no place in medical school, particularly in a pathway that relies on independent study.
DSP students learn early how to manage their time, prioritize material, and be consistent. These skills are essential not only for exams, but for long-term success as a physician.
Balancing Independence With Accountability
For some students, this may be the first time being far away from home and having to manage academic independence and life responsibilitiesat the same time. This takes balance. .
In DSP, students must be accountable to themselves. If they are not disciplined in their studying or daily routines, they will struggle. At the same time, faculty provide strong support to help students navigate that transition.
Our goal is to help students become independent learners while ensuring they are supported every step of the way.
How Students Grow Through Directed Study
One of the most rewarding things to watch is how students change as they move through the pathway.
Early on, many students struggle with reading textbooks and identifying what is most important. For some, this is the first time they have had to rely so heavily on self-directed learning.
Over time, students become more confident in their study skills. They learn how to extract high-yield information, trust their understanding, and apply what they have learned. By the time they are preparing for boards, DSP students are often very confident in both their knowledge and their ability to study effectively.
Advice for Students Considering Directed Study
If you are trying to decide whether DSP is right for you, take time to reflect honestly on how you learn.
Think about what has worked well in the past and what has not. Consider whether you are comfortable reading textbooks, managing your time independently, and holding yourself accountable.
DSP is not the right fit for everyone, but for the right student, it can be an excellent pathway that builds strong study skills and confidence.
Final Thoughts
Directed Study is about more than flexibility. It is about learning how to learn.
Students in DSP develop independence, discipline, and confidence by repeatedly practicing how to manage dense material and apply it effectively. Those skills carry forward into board preparation, clinical rotations, and medical practice.
Faculty in DSP are deeply invested in student success, and we are here because we love teaching and supporting medical students as they work toward their goals.
Frequently Asked Questions
Is Directed Study completely independent?
No. DSP is independent in how students study, but it is highly structured and faculty-guided. Students meet regularly with faculty and have scheduled exams and assessments.
What kind of student succeeds in DSP?
Students who succeed in DSP typically have strong time management skills and are comfortable learning from textbooks. They are able to pull high-yield information from dense material.
Do DSP students still have structure and accountability?
Yes. Students are on campus regularly, meet with faculty frequently, complete quizzes, and take exams on a set schedule.
How flexible is DSP compared to other pathways?
DSP offers flexibility in how students organize their day, but expectations and workload remain high. Students must still dedicate significant time to studying.
How do students change over time in DSP?
Students often become more confident in their study skills and knowledge. Over time, they develop strong independent learning habits that prepare them well for boards and clinical training.