Exploring the implementation of self-directed collaborative selectives in pre-health professional education
Imagine a classroom of future doctors, dentists, and physician assistants. They have different dreams, different strengths, and different ways of learning. Yet traditional education often teaches them the same way, at the same pace, using the same methods. This one-size-fits-all approach has long troubled educators, especially as healthcare becomes more complex and specialized.
How do we prepare students not just to memorize facts, but to become engaged, self-motivated professionals capable of navigating a rapidly evolving field?
At its core, this educational approach brings together two key concepts that transform how students learn.
Instead of passively receiving information, students take charge of their education. They identify what they need to learn, find resources, and evaluate their progress 2 .
Autonomy OwnershipStudents work in groups, explaining concepts to each other, debating ideas, and solving problems together 9 . This mirrors real healthcare teams.
Teamwork CommunicationShort, focused courses or experiences that students choose based on their interests and career goals 1 . These offer personalized educational paths.
Choice CustomizationWhen combined, these three elements create a powerful educational experience. Students choose learning activities that reflect their interests while working with peers to deepen their understanding—mirroring the real-world collaboration required in modern healthcare 2 .
In 2015, Duke University launched an innovative Master of Biomedical Sciences (MBS) program designed to help students become stronger applicants for health professions schools 1 . What made this program different was its incorporation of self-directed collaborative selectives as a core component.
of students from populations historically underrepresented in STEM
from other underrepresented backgrounds (low-income, first-generation, rural)
Students worked closely with advisors to choose 4-credit worth of selectives from an array of options across Duke University 1 . The possibilities were remarkably varied:
This flexibility allowed students to explore different aspects of healthcare while developing both specialized knowledge and broad perspectives.
The Duke program essentially created a natural experiment: Could this flexible, student-driven approach actually produce better outcomes than traditional methods? The results, tracked over three graduating classes, were striking 1 .
The data below shows how students distributed across different selective options over three years:
The data reveals interesting trends. Interest in "Planning for Health Professions Education" and "Fundamentals of Learning" grew substantially, suggesting students valued preparation for both the practicalities of applying to professional schools and understanding how learning works.
The most compelling evidence came from tracking what happened after students completed the program. Despite entering with lower average MCAT scores and undergraduate GPAs than typical medical school matriculants, an impressive 76% of graduates who applied to health professions programs were admitted 1 .
of graduates who applied to health professions programs were admitted
graduates worked in research during their gap year after graduation
Beyond admissions, the program created a valuable pipeline for research talent. Eighteen graduates from the first class and twenty-one from the second worked in research during their gap year after graduation, with most employed in Duke's research programs 1 .
The success of programs like Duke's isn't accidental. Research in educational psychology helps explain why combining choice with collaboration produces such powerful results.
When students choose what they learn based on their interests and goals, they tap into intrinsic motivation—the drive that comes from within rather than from external rewards 2 .
Collaborative learning creates natural opportunities for "peer tutoring"—when students explain concepts to each other 9 . This develops crucial skills for healthcare professionals.
The selectives model intentionally breaks down academic silos. This cross-training becomes increasingly valuable as healthcare becomes more interdisciplinary.
What does it take to create this educational model? The key resources go beyond traditional classroom materials:
Guides students in selecting appropriate learning paths aligned with their goals 1 .
Provides diverse learning opportunities across different disciplines and schools 1 .
Helps students process and articulate what they've learned from their experiences 2 .
The success of self-directed collaborative selectives at Duke and other institutions offers a compelling vision for the future of health professions education. This approach does more than just improve test scores or admissions rates—it develops professionals who are adaptive, engaged, and prepared for the complexities of modern healthcare 1 .
At the Oakland University William Beaumont School of Medicine, educators implemented a collaborative self-directed learning course focused on COVID-19 2 . Medical students worked in teams to identify knowledge gaps and create educational resources about the pandemic.
The results demonstrated that students gained not just knowledge about the virus, but a better appreciation for the ongoing process of self-directed learning that will be essential throughout their careers 2 .
Implementation of self-directed collaborative selectives begins
Tracking of student outcomes across three graduating classes
Similar approaches implemented at other institutions like Oakland University
Perhaps most importantly, this model makes education more inclusive by honoring different learning styles, backgrounds, and career aspirations. By giving students both choice and support, flexibility and structure, independence and community, we create learning environments where many different kinds of future healthcare professionals can thrive 1 .
As healthcare continues to evolve, the ability to learn collaboratively and direct one's own professional development may become the most vital skill we can teach. The early evidence suggests that self-directed collaborative selectives offer a powerful way to build this foundation, creating not just better applicants, but better future caregivers, innovators, and health leaders.