Can any current (or former) students comment on how the grades in second year affect your quality of life?
At other schools, many students say P/F is the best thing ever and has a strong impact on their well-being, to the degree that they would never consider doing pre-clinical years with grades. This is honestly my biggest hesitation with WashU. How exactly have things changed for you in second year with respect to 1st year P/F system, or in comparison to friends at schools with P/F for second year?
Across all four classes, ~90% of WashU students somewhat or strongly agree that a change to P/F would reduce stress levels in the second year.
Reed, D. A. et al. Relationship of pass/fail grading and curriculum structure with well-being among preclinical medical students: a multi-institutional study. Acad Med 86, 1367–1373 (2011). Students across 12 campuses at seven medical schools completed several validated instruments in 2007. Students in 3+-interval graded schools had significantly higher stress, emotional exhaustion, and depersonalization and were more likely to have burnout or to have seriously considered dropping out of school compared to students in schools with P/F grading. In a multivariate analysis, grading scale was more strongly associated with student well-being than other curricular factors examined, including number of contact days, clinical experiences, testing experiences, and number of tests.
Rohe, D. E. et al. The benefits of pass-fail grading on stress, mood, and group cohesion in medical students. Mayo Clin. Proc. 81, 1443–1448 (2006). Mayo Medical School switched the first year only to P/F in 2003. Students completed several validated instruments. The first P/F cohort had statistically significantly less stress and better overall mood compared with their letter-graded peers the year prior. Differences in stress persisted through second year (even though that year was traditionally graded). There was no significant differences between groups in test-taking anxiety.
Bloodgood, R. A., Short, J. G., Jackson, J. M. & Martindale, J. R. A change to pass/fail grading in the first two years at one medical school results in improved psychological well-being. Acad Med 84, 655–662 (2009). At University of Virginia, students completed the Dupuy General Well-Being Schedule. The P/F cohort had significantly better well-being for the first three semesters, as seen in scores in anxiety, depression, positive well-being, and vitality. No significant differences were found in the fourth semester.
The above studies were identified in a recent systematic review on stress-management programs for medical students:
Shiralkar, M. T., Harris, T. B., Eddins-Folensbee, F. F. & Coverdale, J. H. A systematic review of stress-management programs for medical students. Acad Psychiatry 37, 158–164 (2013).
Slavin, S. J., Schindler, D. L. & Chibnall, J. T. Medical student mental health 3.0: improving student wellness through curricular changes. Acad Med 89, 573–577 (2014). In a more recent study at Saint Louis University, changing to P/F as part of a multifaceted preclinical curricular reform, including reduced contact hours, was associated with lower levels of moderate to severe depression symptoms, anxiety symptoms, and stress.