Bridging the gap: evaluation of the impact of a structured pre-professional medical education gap year on medical career pathway, competency development, and preparedness for professional school

TL;DR

A structured clinical gap year program improves medical students' skills, career confidence, and preparedness for professional school while reducing burnout.

Contribution

This study demonstrates the positive impact of a structured clinical gap year on competency development and career preparedness in aspiring medical professionals.

Findings

Participants showed significant improvements in patient care and communication skills.

64% felt more prepared for professional school compared to peers.

89% believed the gap year reduced burnout.

Abstract

Medical school admissions committees often prioritize traditional pathways, but structured clinical gap year (scGY) programs may offer valuable opportunities for career exploration, competency development, and professional preparedness. The impact of scGY programs on these outcomes remains unclear. The objective of this study was to evaluate the impact of a structured clinical gap year program on medical career exploration, competency-based skill development, preparedness for professional school, and burnout mitigation.

This observational study surveyed 38 participants who completed a 14-month dermatology-focused scGY program at a single private practice. The scGY program began in 2017 and remains ongoing. Surveys were administered in May 2024, with all responses submitted by July 2024. The program included direct patient care, surgical assisting, electronic medical record use, structured mentorship, and weekly didactic sessions. Thirty-seven participants responded to a post-program survey (97% response rate). Data collected included academic outcomes, self-reported confidence in ACGME core competencies (before and after the program), perceived preparedness for professional school, and perceptions of whether a gap year helps mitigate burnout. Changes in competency confidence were assessed using Wilcoxon signed-rank tests.

Participants reported significant improvements in all competency domains, with the greatest increases in patient care/clinical skills (mean improvement: 6.2 points) and interpersonal/communication skills (mean improvement: 5.9 points). Compared to their peers, 64% self-reported they felt more prepared and 36% self-reported they felt much more prepared for professional school. Career exploration rankings indicated the scGY program was more valuable than shadowing or volunteering. Additionally, 89% believed that completing a scGY reduced burnout.

A structured clinical gap year program enhances perceived competency development, affirms career pathways, and improves professional school self-reported preparedness while potentially reducing burnout. These findings suggest that admissions committees should recognize scGY experiences as valuable, rather than viewing them as unnecessary delays in medical training.

The online version contains supplementary material available at 10.1186/s12909-025-08501-z.

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