Student decision-making and performance in a flexible-time curriculum

Three consecutive classes (213 students) entering the University of Arizona College of Medicine under a flexible-time three-year curriculum were provided the option of extending their program by a year or more. Of the 30 percent who availed themselves of this option, a majority did so because they desired a better personal or academic "life-style" rather than for specific academic reasons. Most continued to pursue medical interests during the free time which became available to them. Through none of the usual admission data was it possible to predict which students would choose to extend their program. At the time of graduation students completing the curriculum in three years achieved scores on the Part II examination of the National Board of Medical Examiners comparable with those earned by students who extended for a four-year program. Nonacademic factors may be of greater importance than academic factors in student acceptance of accelerated curricula.