Medical student–faculty research team presents at national 2025 AMELS Conference

David S. Williams, Ph.D., and Nia Booth present a session at the Association of Medical Education Learning Specialists Conference.

David S. Williams, Ph.D., assistant dean for institutional and academic success in the Office of Accreditation and Planning, and third-year medical student Nia Booth represented the Whiddon College of Medicine at the 2025 Association of Medical Education Learning Specialists (AMELS) Conference, held Nov. 5–7 in San Antonio, Texas. Together, they presented a research session titled “Learning How to Learn: Medical Students’ Evolving Language and Reflections After a Pre-Matriculation Course.”

This presentation built upon earlier findings shared by Williams at the 2023 MELS Conference, extending the Whiddon College of Medicine’s multi-year examination of how medical students develop metacognitive awareness and apply evidence-based learning strategies after completing the summer pre-matriculation academic success course, Rx for Success. The research explores how students describe their study habits, conceptualize learning science, manage time, and adapt strategies throughout the pre-clerkship curriculum.

A significant innovation in this phase of study was the leadership of Booth, who joined the research team and served as the facilitator for focus groups of medical students conducted between December 2024 and March 2025. The team explored how medical students internalize and apply the language and strategies of learning science during their pre-clerkship years.

Booth’s peer-to-peer role provided authenticity and depth to the qualitative data, enriching the analysis in meaningful ways. The team found clear themes of study strategy adaptation, evolving conceptions of knowledge, a shift from passive to active learning, increased strategic self-regulation, and the influence of early learning-science instruction.

“I’ve truly enjoyed working on this project,” said Booth, who serves as president of the Class of 2027. “It has given me a deeper appreciation for how much we grow as learners throughout medical school and how the programs we offer here at South really foster and support that growth. Presenting our work at AMELS was an honor, and it was especially meaningful to share our students’ stories, which highlight just how impactful intentional programming can be in supporting student success.”

“It was a privilege to co-present this work with Nia,” Williams said. “Her leadership, professionalism, and insight as both a researcher, Rx for Success student facilitator, and current M3 student voice elevated this project in ways that will meaningfully shape how we design and deliver academic success programming. Her ability to guide thoughtful conversations among her peers provided depth and nuance that the research team could not have captured otherwise.”

This research was conducted in collaboration with T.J. Hundley, M.D., associate dean for medical education. The team will continue analysis over the coming year, using these findings to inform future enhancements to Rx for Success and academic support programming across the curriculum.