Academic Achievement
Overview of Services
The Office of Academic Achievement in the College of Human Medicine collaborates with medical students and stakeholders to enhance students' academic and clinical learning experiences by offering a variety of free learner-centered programs, services, and resources. These varied activities allow students to learn and implement evidence-based study strategies and techniques to realize their learning potential.
Philosophy for Educating Future Professionals
The Office of Academic Achievement aspires to the virtues outlined in CHM's Virtuous Professional document when interacting with students and stakeholders. More specifically, we strive to create learning environments and programming that promote dialogue, reflection, and practice as critical processes for growth in medical education. Our programming supports students' academic progress as they take responsibility for learning, reflect on the adequacy of their knowledge and skills, identify limitations and barriers to learning and growth, and develop goals to obtain mastery of content and clinical skills.
Academic Achievement Advisory Team
The Office of Academic Achievement is guided by an advisory team of students from each cohort representing various campuses and communities. The charge to the Academic Achievement Advisory Team members is to (1) serve as representatives of their SDC student peers, sharing student learning and study needs as well as interests; (2) provide recommendations for the development, implementation, and evaluation of a comprehensive model of academic support activities relevant to the SDC, and (3) provide feedback regarding Academic Achievement workshops, services, online resources, and policies. Don't hesitate to contact members of this advisory team to inquire about Academic Achievement programs and/or to offer suggestions at any time. The list of current members can be found on the Office of Academic Achievement JIT website.
Academic Achievement Programs
Academic Achievement programs include orientations, workshops, webinars, question review sessions, Intersessions, Advanced Skills and Knowledge modules, and more. Programming activities are offered throughout the academic year, including learning and study strategies relevant to current curricular activities and preparation for the USMLE Step 1 and Step 2 exams. Students are regularly notified of upcoming activities through the M1, MCE, or LCE class meetings and student email listservs.
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M1 Question Review Sessions (QRS)
M1 Question Review Sessions (QRS) are peer-led, small group sessions. The sessions are offered regularly throughout the M1 academic year. These sessions are designed to help students enhance their clinical reasoning by utilizing questions as learning and review tools, aligned with the weekly SDC curricular content.
The QRS Leaders serve as small group facilitators, helping students implement effective strategies to reinforce key concepts while using various protocols to approach clinical vignettes or board-style questions. QRS are conducted via Zoom.
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MCE and Step 1 Slam Question Review Sessions (QRS)
Students in QRS sessions in the MCE enhance their abilities to read, analyze, answer, and create study notes from question content aligned with SDC curricular content and/or USMLE Step 1 high-yield topics. The MCE QRS is offered regularly at the beginning of the MCE academic year and builds upon the M1 QRS protocol, which focuses on utilizing board-style questions as learning and study tools. The Step 1 Slam QRS begins prior to the student's dedicated study time for the USMLE Step 1 exam.
Sessions are facilitated by Academic Achievement staff and/or Late Clinical Experience (LCE) students. In these sessions, Leaders utilize questions as learning tools, lead students through various approaches to reading, analyzing, and answering NBME- or board-style questions, and incorporate multiple long-term learning strategy modalities. QRS are conducted via Zoom.
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Board Preparation Programs
USMLE Step 1
The United States Medical Licensing Exam (USMLE) is a three-step examination for medical licensure in the United States. The USMLE Step 1 is designed to assess your understanding and application of important scientific concepts relevant to medicine, emphasizing the principles and mechanisms underlying health, disease, and modes of therapy (FMSB and NBME, 2025).
The MSU CHM Shared Discovery Curriculum is designed to prepare medical students for success on the USMLE. Medical students are encouraged to begin studying for the USMLE on their first day at CHM by excelling in their coursework and implementing effective and efficient learning and study strategies. Throughout the curriculum, students can engage in workshops, programs, and resources to support their USMLE preparation, including information on registration, scheduling, recommended resources, developing an intensive study plan, approaching board-style questions, and utilizing self-assessment tools. Students typically begin intensive study plans in the Spring of their second year. Students can access the online Step 1 modules and resources by visiting the Intersession II: Preparation for the USMLE Step 1 Exam JIT website. (Note: This content is updated annually as part of Interession programming.
USMLE Step 2 Clinical Knowledge (CK)
The United States Medical Licensing Exam (USMLE) Step 2 consists of one examination. The USMLE Step 2 Clinical Knowledge (CK) is a multiple-choice exam that assesses a student's ability to apply medical knowledge, skills, and understanding of clinical science essential for patient care under supervision, with an emphasis on health promotion and disease prevention (FSMB & NBME, 2025).
When starting the LCE, medical students begin studying for the USMLE Step 2 exam by striving to excel academically in their core clerkships. The core clerkships provide the foundation for vital USMLE Step 2 content knowledge. Throughout the LCE and in ASK sessions, students are provided with resources and strategies to support their USMLE exam preparation.
Academic Achievement has also developed comprehensive online resources to help students prepare for the USMLE Step 2 exam. The online resources include but are not limited to interviews with students, creating an effective study plan, utilizing practice test results, and instructions on how to work board-style questions. The USMLE Step 2 resources can be found included in the Academic Achievement D2L Advanced Skills and Knowledge (ASK III) modules. (Note: USMLE Step 2 content is updated annually as part of ASK III programming.)
Reference:
- Federation of State Medical Boards (FSMB) and National Board of Medical Examiners (NBME). (2024). The United States Medical Licensing Examination. Philadelphia, PA.
Academic Achievement Services
The Office of Academic Achievement offers various services to students interested in enhancing their academic performance throughout the M1, MCE, or LCE. Utilizing a model based on the scientific research of gaining expertise, we offer free one-on-one and small-group coaching and peer tutoring sessions.
To access Academic Achievement services, students must be enrolled in at least one credit of CHM coursework. An exception to this rule is made for students preparing for Step 1 during the summer semester prior to LCE enrollment when the degree plan does not expect enrollment. Students in unusual situations may appeal to the Associate Dean for Undergraduate Education for a waiver to access Academic Achievement services.
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Academic Achievement Coaching
Academic Achievement Coaches collaborate with students to optimize their academic and clinical learning experiences. Coaches are available to all M1, MCE, and LCE students. Coaches are typically available via technology (e.g., Zoom) at a time that works best for students considering their course, clerkship, and elective schedules. Coaches may meet with students face-to-face in East Lansing or Grand Rapids campuses, schedules permitting. Example coaching topics include, but are not limited to, the following:
- Managing time effectively and efficiently
- Creating a study plan and/or a weekly or daily schedule for courses, intersessions, clerkships, and electives
- Developing effective strategies to manage the volume of course content
- Developing effective study plans for the USMLE Step 1 and Step 2 exams
- Implementing evidence-based learning and study strategies, including strategies for the effective use of questions and question banks
- Developing study aids for courses, clerkships, and board exam preparation
- Enhancing test-taking strategies
- Implementing strategies for review and self-testing
- Referrals to other College of Human Medicine or MSU resources
Typically, coaching sessions are scheduled with students for 30–60 minutes to learn more about their academic or professional goals, prior knowledge, approaches to learning, utilization of resources, and current academic progress. Then, action steps are identified depending on the student's goals, including recommendations for implementing specific learning and study strategies, identifying resources, and/or referrals to various faculty specialty experts, peer tutors, or other CHM MSU resources. All students are recommended to meet with an Academic Achievement Coach before meeting with a tutor to help optimize support.
To schedule a coaching session, please log in to Accudemia.
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Peer Tutoring
Peer Tutoring
Students may request a tutor at any time and are encouraged to do so proactively as soon as they encounter difficulty in a course or clerkship by accessing Accudemia, an online academic support scheduling program available on JIT.
To provide a quality experience for tutors and tutees, prospective tutors must complete a training and information session to help them develop or reinforce their teaching and tutoring skills. Tutees should expect tutors to encourage them to utilize active learning and study strategies, conceptualize their understanding of scientific knowledge using various methods, and practice recall and application using practice questions.
Students may meet with a tutor for a maximum of two hours a week for a period of time aligned with the tutee's goal(s), which typically results in 8 - 10 interactions. Additional tutoring services may be provided based on approval from the Office of Academic Achievement. Students requesting additional services will also be required to participate in Academic Achievement coaching sessions to review their overall study approaches and identify the support needed to achieve their goals. To request consideration for additional interactions, tutees can email CHM.Academic.Achieve@msu.edu or contact Dr. Drake at drakeero@msu.edu.
Students and tutors are encouraged to review the 2025-2026 Peer-Tutor Guide for Students posted on the Office of Academic Achievement JIT website for additional information on the assignment process, expectations, and responsibilities. Please note that tutoring assistance is not a substitute for consulting with fellows and/or faculty, chiefs, clerkship directors, etc., nor is it a substitute for attending scheduled curricular activities.
Tutoring hours and/or assignments will be monitored. They may be adjusted during the academic year, depending on the tutor's or tutee's academic performance, the number of tutoring sessions, and the availability of tutors. The Office of Academic Achievement may occasionally reassign tutors and/or group tutees into small groups focused on similar learning goals.
To schedule a tutoring session, please log in to Accudemia.
Note: This tutoring program is available free of charge to all CHM medical students. No payment for tutoring services should be requested or paid to tutors for any reason. Please report any concerns to Dr. Eron Drake, Director, at drakeero@msu.edu.
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Academic Achievement Coaching and Peer Tutor Confidentiality Guidelines
Academic Achievement Coaching and Peer Tutor Confidentiality Guidelines
Most coaching and peer tutor sessions are voluntary and confidential. However, in some situations, students may be required to meet with the Director, an Office of Academic Achievement coach, or engage in peer tutoring sessions based on their academic performance progress. In such cases, the Office of Academic Achievement may be required to summarize or share meeting dates, topics discussed, recommendations, and/or academic learning plans with the appropriate personnel from the MSU College of Human Medicine. Additionally, the Office of Academic Achievement shares student interaction data at M1, MCE, and LCE Academic Review meetings, including the number of interactions and the type of interaction (e.g., coaching or tutoring). Student participation in Question Review Sessions may also be shared.
Office of Academic Achievement staff may keep notes or records of coaching sessions. These notes may be confidential to the maximum extent permitted by law. They may be subject to the Family Education Rights and Privacy Act (FERPA) and/or Michigan's Freedom of Information Act.