The Current State of Prerequisite Coursework in Health Professions Education: Function, Assumptions, and Best...

Area of Science:

• Health professions education
• Higher education admissions
• Medical school prerequisites

Background:

• Prerequisite courses are traditional requirements for health programs, impacting accreditation, academic assessment, and admissions.
• Evolving educational goals include workforce diversity and enrollment targets, creating tension with static prerequisite policies.

Purpose of the Study:

• To analyze how traditional prerequisite course requirements conflict with contemporary challenges in health professions education.
• To propose innovative, flexible approaches to prerequisite policies for more equitable and effective admissions.

Main Methods:

• The study critically examines four assumptions underlying common prerequisite practices.
• It proposes model practices for flexible prerequisite evaluation, including refining learning expectations and exploring alternative pathways.

Main Results:

• Current prerequisite systems present barriers related to cost, disproportionate impact on underrepresented minorities, policy complexity, and poor correlation between grades and knowledge.
• These barriers hinder the goal of creating a diverse and competent healthcare workforce.

Conclusions:

• Traditional prerequisite policies create unnecessary obstacles for prospective students.
• Adopting flexible, personalized, and holistic admissions practices is crucial for meeting the demand for healthcare providers and fostering diversity.