Bridging the Gap: A Structured Pre-Professional Medical Education Gap Year Affirms Career Pathway, Promotes Competency Development and Enhances Preparedness for Success

Background: Medical school admissions committees often prioritize traditional pathways, but structured clinical gap year (scGY) programs may offer valuable opportunities for career exploration, competency development, and professional preparedness. The impact of scGY programs on these outcomes remains unclear. The objective of this study was to evaluate the impact of a structured clinical gap year program on career exploration, competency-based skill development, preparedness for professional school, and burnout mitigation. Methods: This observational study surveyed 38 participants who completed a 14-month dermatology-focused scGY program at a single private practice. The program included direct patient care, surgical assisting, electronic medical record use, structured mentorship, and weekly didactic sessions. Thirty-seven participants responded to a post-program survey (97% response rate). Data collected included academic outcomes, self-reported confidence in ACGME core competencies (before and after the program), perceived preparedness for professional school, and burnout. Changes in competency confidence were assessed using Wilcoxon signed-rank tests. Results: Participants reported significant improvements in all competency domains, with the greatest increases in patient care/clinical skills (mean improvement: 6.2 points) and interpersonal/communication skills (mean improvement: 5.9 points). Compared to their peers, 64% felt more prepared and 36% felt much more prepared for professional school. Career exploration rankings indicated the scGY program was more valuable than shadowing or volunteering. Additionally, 89% believed that completing a scGY reduced burnout. Conclusions: A structured clinical gap year program enhances competency development, affirms career pathways, and improves professional school preparedness while reducing burnout. These findings suggest that admissions committees should recognize scGY experiences as valuable, rather than viewing them as unnecessary delays in medical training.