Location
Moultrie, GA
Start Date
17-4-2026 12:00 PM
End Date
17-4-2026 1:00 PM
Description
Introduction Medical education requires a great deal of delayed gratification. The classic Marshmallow study demonstrated that children who resisted the immediate reward of one marshmallow in favor of a larger future reward exhibited self-regulation and later success in academic and personal endeavors (Mischel et al., 1972). Their ability to delay gratification reflected attentional control and future-oriented thinking in which individuals reframed present discomfort in light of long-term outcomes. Within medical education, a similar psychological framework emerges. Medical students repeatedly choose between immediate relief, such as rest and social interaction, and the long-term rewards of exam performance and residency placement. Preparation for high-stakes assessments such as the Comprehensive Osteopathic Medical Achievement Test (COMAT) represents a culmination of this sustained effort.
Medical education also reflects principles of andragogy, in which adult learners are internally motivated and self-directed. Students are expected to identify knowledge gaps, develop individualized study strategies, and assume ownership of their learning (Giroux & Penna, 1979). To support these processes, the Philadelphia College of Osteopathic Medicine South Georgia (PCOM SGA) implemented a structured academic half-day within the third-year clinical curriculum. During this protected four-hour block, students are released from clinical duties to complete targeted readings, board-style practice questions, and a 60–90 minute faculty-led teaching session.
Methods This study evaluated whether the addition of an academic half-day improved PCOM SGA COMAT mean scores and reduced the gap between PCOM SGA and national COMAT means. Weighted mean COMAT scores for PCOM SGA and national candidates were calculated for academic years 2022–2023 through 2024–2025 to establish a pre-intervention baseline. These were compared with weighted means from the 2025–2026 academic year, representing eight months of data following introduction. Differences between PCOM SGA and national means were calculated for both periods. Independent sample t-tests are being performed to assess statistical significance.
Results
Group
2022-2025 Weighted Mean
2025-2026 Weighted Mean
Change
National Candidates
104.3
99.1
-5.2
PCOM SGA Students
97.5
98.1
+0.6
Difference
6.8
1.0
Gap reduced by 5.8
Before the curricular intervention, PCOM SGA COMAT scores averaged 97.5 compared with a national mean of 104.3, representing a 6.8 point difference. Following implementation, the PCOM SGA weighted mean increased to 98.1 while the national mean decreased to 99.1. Although PCOM SGA scores improved by 0.6 points, the gap between institutional and national means decreased substantially from 6.8 to 1.0 points. Statistical analysis is ongoing.
Discussion The addition of a structured academic half-day was associated with improved PCOM-SGA COMAT performance relative to the national mean. While the absolute increase in PCOM SGA scores was modest, the substantial reduction in the difference between institutional and national averages suggests that protected academic time supports more effective exam preparation. Because this analysis represents the first year of implementation, statistical significance has not yet been confirmed. Continued longitudinal monitoring for three years and future mixed-methods research may further clarify which components of the academic half-day most effectively support COMAT preparation.
Embargo Period
5-26-2026
Included in
Trading Scrubs for Study Time: The Impact of Academic Half Half-Days on COMAT Performance at PCOM South Georgia
Moultrie, GA
Introduction Medical education requires a great deal of delayed gratification. The classic Marshmallow study demonstrated that children who resisted the immediate reward of one marshmallow in favor of a larger future reward exhibited self-regulation and later success in academic and personal endeavors (Mischel et al., 1972). Their ability to delay gratification reflected attentional control and future-oriented thinking in which individuals reframed present discomfort in light of long-term outcomes. Within medical education, a similar psychological framework emerges. Medical students repeatedly choose between immediate relief, such as rest and social interaction, and the long-term rewards of exam performance and residency placement. Preparation for high-stakes assessments such as the Comprehensive Osteopathic Medical Achievement Test (COMAT) represents a culmination of this sustained effort.
Medical education also reflects principles of andragogy, in which adult learners are internally motivated and self-directed. Students are expected to identify knowledge gaps, develop individualized study strategies, and assume ownership of their learning (Giroux & Penna, 1979). To support these processes, the Philadelphia College of Osteopathic Medicine South Georgia (PCOM SGA) implemented a structured academic half-day within the third-year clinical curriculum. During this protected four-hour block, students are released from clinical duties to complete targeted readings, board-style practice questions, and a 60–90 minute faculty-led teaching session.
Methods This study evaluated whether the addition of an academic half-day improved PCOM SGA COMAT mean scores and reduced the gap between PCOM SGA and national COMAT means. Weighted mean COMAT scores for PCOM SGA and national candidates were calculated for academic years 2022–2023 through 2024–2025 to establish a pre-intervention baseline. These were compared with weighted means from the 2025–2026 academic year, representing eight months of data following introduction. Differences between PCOM SGA and national means were calculated for both periods. Independent sample t-tests are being performed to assess statistical significance.
Results
Group
2022-2025 Weighted Mean
2025-2026 Weighted Mean
Change
National Candidates
104.3
99.1
-5.2
PCOM SGA Students
97.5
98.1
+0.6
Difference
6.8
1.0
Gap reduced by 5.8
Before the curricular intervention, PCOM SGA COMAT scores averaged 97.5 compared with a national mean of 104.3, representing a 6.8 point difference. Following implementation, the PCOM SGA weighted mean increased to 98.1 while the national mean decreased to 99.1. Although PCOM SGA scores improved by 0.6 points, the gap between institutional and national means decreased substantially from 6.8 to 1.0 points. Statistical analysis is ongoing.
Discussion The addition of a structured academic half-day was associated with improved PCOM-SGA COMAT performance relative to the national mean. While the absolute increase in PCOM SGA scores was modest, the substantial reduction in the difference between institutional and national averages suggests that protected academic time supports more effective exam preparation. Because this analysis represents the first year of implementation, statistical significance has not yet been confirmed. Continued longitudinal monitoring for three years and future mixed-methods research may further clarify which components of the academic half-day most effectively support COMAT preparation.