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Amber Todd


Objective: The purpose of this study was to investigate academic performance throughout the first two years of medical education of students who classify themselves as underrepresented in medicine (URM) as compared to non-URM students. Methods: Final exam scores from each course throughout the Foundation phase, Clinical Medicine evaluation scores, CBSE scores, and Step 1 scores from three classes of medical students at Wright State University Boonshoft School of Medicine were analyzed using multiple linear regression models, while controlling for MCAT percentile, undergraduate science GPA, and gender. Results: URM students enter medical school with lower entrance data than non-URM students, and their performance continues along this trajectory throughout the Foundations phase. When evaluating all scores except Objective Structured Clinical Examinations (OSCEs), URM status was not found to be statistically significant after controlling for gender, MCAT percentile, and undergraduate science GPA.