Disadvantaged Students Utilize School Campus and its Resources More Than Non-Disadvantaged Students

Abstract Background Disadvantaged populations were disproportionately affected by the COVID-19 pandemic, both medically and in the educational setting. Lower-income families often either do not have a laptop/desktop computer, adequate internet connection, or a dedicated study space. This unfortunately contributed to poorer academic performance during distance learning. To combat this, the Kirk Kerkorian School of Medicine (KKSOM) did not close down campus during the pandemic. This study analyzes the utilization of campus and live Zoom lectures by KKSOM students, and its impact on educational outcomes. Methods An IRB-approved survey was sent to KKSOM students and asked about study locations, live lecture attendance, and relationship quality. The Class of 2024 had a unique experience being that it was during the COVID-19 pandemic and the transition to online learning. However, they always had access to campus and technological resources. Data analysis was done through the SPSS software comparing survey scores and National Board of Medical Examiners scores of students that indicated disadvantaged status, first-generation, underrepresented minority, and lower socioeconomic status to those who did not meet these criteria. Results First-generation students were found to study on campus more than their counterparts (30.98% vs 20.02%, p < 0.05) and less at home in general (55.43% vs 67.54%, p < 0.05). Lower SES attended live Zoom lectures more often as well (56.64% vs 43.09%, p < 0.05). Lastly, there were no significant differences found for NBME exam scores or relationship quality scores between disadvantaged and non-disadvantaged groups for the Class of 2024. Conclusion Students from disadvantaged backgrounds may study on campus more and less at home. They also attend live Zoom lectures more often. KKSOM students always had access to campus throughout the pandemic, which may have provided the needed support to allow the disadvantaged groups to have no differences compared to their counterparts in mean exam scores or in relationship quality with classmates and faculty. This makes a strong argument for the importance of campus accessibility for the success of students, especially those from disadvantaged backgrounds.