Panisinee Lawasut^1,2
Thanakorn Jirasevijinda^3,4, Sira Vachatimanont^1,2, Panot Sainamthip^5,6 and Nijasri Charnnarong Suwanwela^1,2
1 Chulalongkorn University
2 King Chulalongkorn Memorial Hospital, Thai Red Cross Society
3 Weill Cornell Medical College
4 NewYork-Presbyterian Hospital/Weill Cornell Medical Center
5 Division of Academic Affairs, Faculty of Medicine, Chulalongkorn University
6 Department of Pharmacology, Faculty of Medicine, Chulalongkorn University

The Chulalongkorn University International Medical Program (CU-MEDi) in Thailand is dedicated to nurturing a diverse cohort of globally oriented and versatile physicians. A departure from convention, CU-MEDi admits graduate students without requiring a science major in their undergraduate studies. Only the Medical College Admission Test (MACT) is required. This project compares the performance of students from science and non-science backgrounds in our program on standardized exams. 

Summary of work 
We assess standardized exam performance among science and non-science students in the academic year 2021-2022 preclinical phase. Evaluation includes summative scores over the first three semesters and Thai National Licensing Examination Step 1 (NLE1) scores mid- fourth semester. A foundational two-month course precedes the curriculum, introducing students to fundamental medical science concepts. The program emphasizes active learning, early clinical exposure, and continuous mentorship from student advisers. 

Results 
In the first class of 35 students, 10 (29%) comprised the non-scientific group. Although MCAT scores for the non-science group were slightly lower, this disparity lacked statistical significance. Across semesters, mean summative scores of the science group consistently outperformed the non-science group, yet the gap progressively diminished (mean difference = 6.81, 6.72, 5.10 points for the first, second, and third semester). Ninety-one percent of the students successfully passed the NLE1, with the cohort achieving a mean score surpassing the national average. 

Discussion 
This study suggests that students from non-science background can perform as well as their peers with science backgrounds under a curriculum that consists of a foundational course followed by an integrative approach to learning . The findings underscore the potential within students from varied academic origins and emphasize the significance of learning environments. 

Implications for further research 
Future work involves studying individual learning paths, non-science students' success factors, and comparing the two groups’ performance in the clinical rotations.