A peer mentorship program boosts student retention

Stimulating Intrinsic Motivation in Millennial Students: A New Generation, a New Approach

“…Feedback offers students an insight into their actions (Dingwall, and Allen, ; Ezell et al, ), and highlights the differences between intended and actual results (Bradley et al, ; Alrebish, ). It thereby provides an impetus for change (Yilmaz et al, ), and also conveys to students an attitude of concern by their educators about their academic progress (Younan, ; Everson et al, ) and professional development (Dornan et al, ; Brass et al, ), and not just as an analysis of their examination grades (Jacobs et al, ; Rothmaler et al, ).…”

“…Complementary studies have corroborated that providing effective feedback enabled students to experience a greater sense of volitional (Joshi et al, ; Oommen et al, ; Mestdagh et al, ) and psychological freedom (Cubi‐Molla et al, ), an increased sense of fulfillment of personal effectiveness (Holaday et al, ; Mahoney et al, ) and improved social relatedness (Fond et al, ), and interpersonal relationships (Ottenberg et al, ; Hill et al, ). In addition, effective feedback has been reported to augment feelings of self‐perceived academic competency (Younan, ; Brass et al, ; Everson et al, ), enhance defensive coping styles (Bhagat et al, ; Jacobs et al, ; Cant and Cooper, ), and increase IM to attend and participate in class (Bradley et al, ; Mabel and Britton, ).…”

“…They are comprised of students and faculty who share common interests and passions and are typically headed by faculty mentors who are experts in their field. However, learning communities will only be effective if they address the specific objectives of health care education that include: service (Jacobs et al, ; Skodova et al, ; Tackett et al, ), advocacy (Gonzalo et al, ; McBride and Drake, ), research (Aboul‐Fotouh and Asghar‐Ali, ; Burch et al, ), global health (Toohey et al, ), and wellness (Miller, ; Oommen et al, ). Additionally, it is vital that these learning communities ensure that students “learn” and are not simply “taught” by identifying the current level of student achievement, establishing goals for improvement, and periodically evaluating evidences of progress (Mor et al, ; Rowland and Kumagai, ).…”

“…It has been proposed that an underlying cause for burnouts in health care students is the result of a fear of the demands of the course that lead to an instinctual fight or flight reaction (Robotham and Julian, ). Considering that stress does not have a linear progression or regression (Jacobs et al, ; van Gessel et al, ), and the stigma associated with mental health issues (Lopes et al, ; Luthar, ), this endeavor will require intensive efforts to maximize the use of mental health support services by students.…”

“…This review is based on a scrutiny of scientific publications that have been largely derived from the data generated from surveys of student personal satisfaction (Kong et al, ; Zielezinski and Karlowski, ; Strombach et al, ) and preference (Nuffer et al, ; Eidson et al, ; Khalil et al, ). Since most of the reported studies are usually from one or two similar institutions (Kong et al, ; Streilein et al, ), the opinions that have been espoused are at times based on the observations (Jacobs et al, ; Pape et al, ) and perceptions (Lopes et al, ; Rogers and Tutty, ; Mor et al, ) of researchers of isolated student populations. Thus, the published literature may not be accurately reflective of the extraordinary diversity of the present‐day student population (Bradley et al, ; Strombach et al, ; Brass et al, ; Mabel and Britton, ).…”