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Retuning the Premedical Compass in American Programs Worldwide: Scoping Review.

Michelle E Chouairy1, Laetitia I Bou Samra1, Christelle I Zeidan1

  • 1Medical Research Volunteer Program (MRVP), American University of Beirut, Beirut, Lebanon.

JMIR Medical Education
|April 9, 2026
PubMed
Summary

Premedical education has shifted towards a more holistic, outcomes-oriented approach, integrating sciences with humanities. This comprehensive review maps curriculum changes to guide institutions and students in navigating evolving requirements for medical school preparation.

Keywords:
American premedical curriculumMCAT revisionMedical College Admission Testcompetency-based premedical curriculummedical school preparednesspremedical educationrevisiting premedical requirements

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Area of Science:

  • Medical Education
  • Curriculum Development
  • Higher Education

Background:

  • Premedical education requirements vary significantly and have undergone substantial changes over the last two decades.
  • Recent reforms to the Medical College Admission Test (MCAT) and calls for interdisciplinary training have fragmented curricular changes.
  • Difficulty exists for institutions and students in understanding the direction, rationale, and effectiveness of these premedical curriculum shifts.

Purpose of the Study:

  • To conduct a scoping review identifying key reforms in premedical course requirements.
  • To classify changes into categories: course additions, removals, redesigns, and new curricula.
  • To evaluate the motives, rationales, and outcomes of these reforms to establish a unified foundation for stakeholders.

Main Methods:

  • Systematic search of four databases up to July 4, 2025, focusing on American undergraduate premedical curricula.
  • Inclusion of studies reporting changes to course or curriculum requirements; exclusion of non-American programs and postmedical curricula.
  • Independent screening and data extraction by two reviewers, with bias assessment using the Mixed Methods Appraisal Tool; narrative synthesis due to heterogeneity.

Main Results:

  • Seventy studies were included, revealing three primary drivers for reform: MCAT revisions, physician preparedness, and competency-based education.
  • Curricular changes included: 36 studies adding courses, 25 revising existing courses, 5 deleting courses, and 10 proposing new curricula.
  • Outcomes indicated improved medical school preparedness, positive student feedback, and enhanced academic performance, although some results were mixed.

Conclusions:

  • This scoping review provides a comprehensive framework for understanding the evolution of premedical curricula.
  • Since 2000, premedical education has moved from a science checklist to outcomes-oriented preparation, balancing core sciences with social sciences and humanities.
  • A balanced approach appears most promising for preparing students for medical school and fostering professional identity; future research should assess implementation extent.