Assessing a Transition Program’s Impact Using a Propensity Score Matched Comparison Group Rick D. Axelson, PhD, Assistant Professor of Family Medicine Kristi J. Ferguson, PhD, Professor of Internal Medicine Christopher Cooper, MD, Associate Dean for Student Affairs and Curriculum Hugh Hansen, MS, Associate Director for Curriculum and Learning Communities Results Statistically significant differences (p < .05) between the groups were detected only in first semester academic performance. IMEI students were more likely to: achieve Honors/Near Honors (vs. Pass) in Biochemistry; and Honors vs. NH/Pass in FCP I. No differences were detected for second semester course grades, time to graduation, or USMLE scores. Covariate Mean Diff: Pre- & Post-Match Methods • IMEI participants differed from other University of Iowa first-year medical students on several characteristics. • Use logistic regression to predict IMEI participation (yes, no) based on 11 covariates. • “Propensity score” is the predicted likelihood of being in IMEI based on the 11 covariates. • Use the propensity score to match each IMEI student with a similar student who did not take IMEI. • Method yields a Comparison Group similar to IMEI students on the 11 covariates and propensity scores. Purpose “Introduction to Medical Education at Iowa” (IMEI) is a six-week program designed to facilitate the transition to medical school for: • Nontraditional students • Non-science majors, or • Students who scored below the mean GPA or MCAT for entering classes. IMEI covers M1 first semester material in Anatomy, Biochemistry, Cell Biology, Case-based Learning, and Genetics. It also provides instruction on medical school study skills, test-taking, time management, and adjusting to medical school. The present study assesses IMEI’s impact on students’ academic performance. IMEI students were less likely to fail Medical Cell Biology. Std Mean Difference: Pre- & Post-Match No IMEI students were unmatched Conclusion The academic content provided in IMEI positively influenced students’ academic performance during their first semester.