Article by: Jonathon K. Kalmey, Ph.D.
Key Takeaways
- Multiple Learning Pathways: LECOM offers three primary pathways for the first two years of medical school – the Lecture-Discussion Pathway (LDP), Problem-Based Learning (PBL) Pathway, and Directed Study Pathway (DSP) – each catering to different learning styles. All pathways cover the same rigorous curriculum and lead to the same D.O. degree, just delivered through different models of learning.
- Student-Centered Approach: These pathways reflect LECOM’s student-centered and innovative curriculum, allowing flexibility while maintaining high standards in osteopathic medical education. Every student can thrive by choosing the structure that fits how they learn best.
- Choosing the Right Path: There is no single “best” pathway for board scores or clinical success – the best pathway is the one that matches your personal learning style. I advise incoming students to reflect on how they have learned successfully in the past and “stick with what got you here” rather than trying a completely new learning method in medical school.
- Success in Any Pathway: With dedication and adaptation, any motivated student can excel in any of the pathways. Historically, students in all pathways perform well on board exams when they master the material; in fact, medical school GPA (a measure of academic performance) is one of our best predictors of board success in all pathways.
- Unified Clinical Experience: No matter which pathway you choose for preclinical years, all students come together in third and fourth year for the same clinical rotations. LECOM’s pathways diverge in the preclinical phase to optimize learning, but converge to ensure every graduate is equally prepared for clinical practice, steeped in LECOM’s holistic osteopathic philosophy of care.
Finding Your Fit in Medical School
This article reflects how I typically explain LECOM’s preclinical learning pathways to prospective students during interviews and campus conversations.
Choosing a medical school is a pivotal decision, and at LECOM (Lake Erie College of Osteopathic Medicine), there is an additional question I encourage every prospective student to consider: What learning environment will help you thrive? As the Associate Dean of Preclinical Education at LECOM (and a professor of anatomy), I’ve seen firsthand that medical education is not one-size-fits-all. Different students have different learning styles, and one of LECOM’s greatest strengths is our multiple pathway curriculum designed to match how you learn best. In our Doctor of Osteopathic Medicine program, we offer several learning pathways for the first two “preclinical” years of med school, each providing a distinct educational experience but all leading to the same destination – a competent, compassionate osteopathic physician.
In my role, I often meet applicants who ask, “Which pathway is the best?” My answer is always that each pathway is equally capable of producing an excellent physician, so long as it aligns with the student’s learning style and work habits. In other words, the question isn’t which pathway is superior – it’s which pathway is the best fit for you. LECOM’s curriculum is deliberately student-centered and innovative, upholding our mission to serve all students through an adaptable education that maintains excellence in outcomes. We know from years of experience (and data) that a well-prepared, hard-working student will succeed in any of our pathways – there is no “easy” or “hard” track, and no pathway gives an inherent advantage on board exams or in clinical rotations. The key is to choose the learning approach in which you will be most engaged and successful. To guide that choice, let me walk you through each pathway and what kind of learning experience it offers.
Understanding the Preclinical Years
Medical school is a four-year journey. The first two years are referred to as preclinical education. This is when students learn the foundational sciences that support clinical medicine. The final two years are clinical education, when students complete rotations in hospitals and clinical settings.
The learning pathways at LECOM apply only to preclinical years. Once students enter their third year to begin clinical education, all pathways merge. All students complete the same clinical rotations and clinical education curriculum during years 3 and 4 regardless of what their preclinical pathway was prior.
The Lecture-Discussion Pathway
The Lecture-Discussion Pathway is the most traditional of the three. It closely resembles what many students experienced during undergraduate education.
This pathway is primarily lecture-based, with faculty delivering material in scheduled classroom sessions. Lectures are supported by assigned readings, learning objectives, and structured laboratory or workshop experiences, often in the afternoons. This format provides a clear daily schedule and a strong sense of routine.
Students who do well in this pathway are often auditory learners who benefit from hearing material presented and explained by faculty. They typically review assigned materials in advance and use lectures to reinforce concepts, clarify complex topics, and place information into context. Learning is then consolidated through independent study, reading, and note-taking.
If you performed well in lecture-heavy undergraduate programs and value structure and consistency, this pathway may be a good fit. One piece of advice I often give is simple: stick with what has worked for you in the past. Medical school is not the time to experiment with a learning style that has never suited you.
The Problem-Based Learning Pathway
The Problem-Based Learning Pathway offers a very different experience. Instead of large lectures, students learn in small groups guided by a faculty facilitator.
In this pathway, learning is driven by clinical cases. Students are presented with patient scenarios and work collaboratively to determine what information they need, what questions to ask, and what concepts they must master to understand the case. The faculty facilitator gradually releases information and challenges students to justify their clinical reasoning.
This approach is highly interactive. Students discuss, debate, research, and teach one another. Much of the learning occurs outside of group sessions through independent reading and preparation, but the application of that knowledge happens in discussion.
Students who thrive in this pathway enjoy collaboration, critical thinking, and learning in context. They are comfortable taking responsibility for their own preparation and contributing actively to group discussions. If you learn best by doing, asking questions, working through problems with others, and independent textbook studying, this pathway may suit you well.
The Directed Study Pathway
The Directed Study Pathway emphasizes independent learning with structured guidance and accountability.
Instead of daily lectures, students work through learning modules that outline objectives, required resources, and expectations. These modules are typically organized by subject or system and span one to two weeks. Most learning is driven by textbooks and other assigned resources.
Although students study independently, they meet regularly with faculty for question-and-answer sessions, tutorials, and assessments. These sessions ensure students stay on track and provide opportunities to clarify difficult material.
This pathway offers flexibility in daily scheduling, which appeals to students who are highly disciplined and self-motivated. Success in this pathway requires strong time management skills and the ability to learn effectively from reading.
Students who prefer controlling their own study schedule and who have historically learned best through independent reading often find this pathway to be an excellent fit.
How to Choose the Right Pathway
When deciding between pathways, I encourage students to reflect honestly on how they have succeeded academically in the past.
Ask yourself:
- Did lectures help you learn, or did you rely more on textbooks afterward?
- Do you prefer structured schedules or flexible study time?
- Do you learn best alone, or through discussion with others?
Any student admitted to medical school is capable of succeeding in any pathway. However, there is usually one pathway that aligns more closely with a student’s learning style and allows them to perform at a higher level.
One concern students often raise is board preparation. I want to be very clear on this point. There is no pathway that performs better on boards compared to another. What we consistently see is that academic performance within the curriculum, regardless of pathway, is the strongest predictor of board success.
Choose the pathway that allows you to learn most effectively, and strong outcomes will follow.
Shared Osteopathic Values Across All Pathways
While the structure of learning differs between pathways, the values underlying the education remain the same.
All students are together for courses on Osteopathic Principles and Practice and History and Physical Exam Skills. All students receive the same grounding in osteopathic principles, including hands-on training in osteopathic manipulative medicine. Faculty integrate osteopathic philosophy throughout the curriculum, regardless of pathway.
No matter how you learn the material, you are being trained to think holistically, treat the whole patient, and practice medicine with compassion and professionalism. These values are central to who we are as an institution and are reinforced throughout all four years of training.
Final Thoughts
LECOM’s pathway system exists for one reason: to help students succeed by learning in a way that fits them best.
The content is the same. The expectations are the same. The outcomes are the same. What differs is the approach.
If you take the time to understand how you learn and choose the pathway that aligns with that, you will put yourself in the strongest possible position for success in medical school and beyond.
Frequently Asked Questions
Is one pathway easier than the others?
No. All pathways cover the same material and are held to the same academic standards. The difference lies in how the content is delivered, not in difficulty.
Will my pathway affect my board exam performance?
No. Students from all pathways perform well on board exams. Academic performance, not pathway choice, is the strongest predictor of success.
Do pathways continue into clinical years?
No. All pathways apply only to the first two years. Clinical rotations in years three and four are the same for all students.
Can I switch pathways after starting?
Switching is uncommon and depends on availability and timing. It is far better to choose carefully before matriculation.
Which pathway is best for becoming a good physician?
All pathways prepare students equally well. The best pathway is the one that allows you to learn effectively and stay engaged.