REVIEW OF RELATED LITERATURES:

As per Dou, et al. (2021) Despite the abundance of literature examining science, technology,
engineering, and mathematics (STEM) identities and career objectives in formal and informal settings,
undergraduate students pursuing health and medical careers through STEM paths are not considered.
By concentrating on a group that is persistently understudied in STEM education research, we fill this
gap by comparing the STEM identities of undergraduate STEM majors on pre-med/health tracks with
those of other STEM majors. To evaluate the STEM identities of 440 undergraduate STEM students
enrolled in introductory STEM courses as well as the three identity precursors of interest, performance-
competence, and recognition. We discovered that pre-med/health students were more likely to have
higher STEM identity and recognition scores than their peers through regression analyses that
considered gender, major, and perceived home support around STEM; we did not find any evidence of a
significant difference for performance-competence or interest in STEM. The implications of our findings
suggest a potential for sustaining pre-med/health students while also creating pathways to other STEM
pursuits for the roughly 60% of those who do not enter medical school. This is done by providing
participation in experiences that affirm their STEM identities. However, there is little tracking of pre-
med/health students' ultimate career attainment.

As per Ludwig. Et al. (2017) It is crucial to prepare today's undergraduate STEM (science, technology,
engineering, and math) and associated health professions students to address complex healthcare
issues. Also, it is crucial that teachers support students in acquiring the skills they need to face these
difficulties, including as cooperation, problem-solving, and the capacity to use quickly developing
technologies. We tested whether students recognized attaining the course objectives after piloting a
multidisciplinary education (ME) course meant to close this gap. Undergraduates from engineering, pre-
nursing (students not yet admitted to the nursing program), and pre-professional health (e.g., pre-med
and pre-assistant) physicians were grouped in the course based on their diversity of backgrounds,
majors, and StrengthsFinder® proficiencies in a MakerSpace to develop practical solutions to health-
related issues facing the community. The influence of undergraduate transdisciplinary education
provided in a MakerSpace on student attitudes toward and perceptions of abilities required in their own
as well as other occupations was then evaluated using qualitative content analysis.
 REVIEW OF RELATED STUDY

As per Albaum, (2020) Since the majority of students say their main motivation for attending college is
to "find a better career," colleges and universities are under growing pressure to satisfy post-
baccalaureate graduate and professional school outcomes (Eagan et al., 2016). The assumption that
undergraduate institutions will effectively educate students to successfully matriculate into medical
school or veterinary medical school persists among students and parents even as interest in medical
school and veterinary medical school continues to grow (Eagan et al., 2016). Earning a good grade point
average continues to be one of the most important admissions factors, even though there are many
factors that affect acceptance to professional school (AAMC, 2018d; Dunleavy, Sondheimer, Castillo-
Page, & Bletzinger, 2011; Elam, Stratton, Scott, Wilson, & Leiber, 2002; Kreiter & Kreiter, 2007; Monroe,
Quinn, Samuelson, Dunleavy & Dowd, 2013). Thus, it's critical for colleges and universities to
comprehend how traits associated with goal orientation, such as resilience and motivation, may
promote greater academic achievement.

This study made use of Archer's (1994) accomplishment goal theory to investigate the connection
between goal orientation and grade point average. The core of Archer's (1994) achievement goal theory
is the idea that students have a propensity to identify with one of three goal orientations: performance-
goal orientation, mastery-goal orientation, or alienation-goal orientation, and that this will have a
significant impact on their academic success and resilience. Although studies examining the relationship
of these variables among pre-health cohorts are extremely scarce, it has been demonstrated that
motivation and resilience, as it relates to goal orientation, positively impact academic achievement in
general populations of collegiate students (Amrai, Motlagh, Zalani, & Parhon, 2011; Garcia & Pintrich,
1994).

A component of the Modified Archers Health Professions Motivation Survey (MAHPMS), which aligns
each item to one of three goal orientation subscales, was used in this study. Participants were asked to
answer questions on a Likert-type five-point scale (either performancegoal oriented, mastery-goal
oriented, or alienation-goal oriented). During the fall 2019 semester, the survey was emailed to self-
identified pre-health students at a small, private university in central Florida. The valid records were
examined to ascertain each respondent's preferred goal orientation after the data were restricted to
pre-medical and pre-veterinary medicine students enrolled in a full-time course load with at least seven
credits of natural science curriculum. Each subscale's individual mean scores were determined, and the
subscale with the highest average score served as a proxy for each person's preferred goal orientation.
Each subscale's individual mean scores were determined, and the subscale with the highest average
score served as a proxy for each person's preferred goal orientation. Demographic data and the
cumulative grade point average for the autumn of 2019 were incorporated using institutional data
(GPA).

The results showed that pre-medical and pre-veterinary medical students largely align with either a
mastery-goal orientation or a performance-goal orientation. However, because there was no statistically
significant difference between the two, the preference for mastery-goal orientation or performance-
goal orientation could not be linked to grade point average. Goal orientation and academic major and
goal orientation and ethnicity were found to have statistically significant connections, necessitating
more research. While there is a dearth of research on pre-medical and pre-veterinary medical students,
this study does not show statistically significant differences across several characteristics. If goal
orientation influences academic success, as it has been demonstrated to do for general college students,
more recent study is required on the group of pre-health students.