A preparatory course for medical students who lack a conventional academic background

Ferrier, Barbara M.; Hamilton, John D.

doi:10.1097/00001888-197705000-00003

Cited by 2 publications

(14 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Interventions seem to focus on several areas, including content knowledge, academic success skills, personal and professional skills, and programme‐related elements. Content knowledge interventions primarily addressed basic sciences, mathematics, medical vocabulary and terminology, behavioural sciences, and unspecified content knowledge or academic performance …”

Section: Resultsmentioning

confidence: 99%

“…Personal and professional skills included time management, communication skills, teaching others, self‐development, career development, interpersonal relations/teamwork, asking for help, developing a remedial action plan and stress management …”

Section: Resultsmentioning

confidence: 99%

“…Although the intervention strategies were not always indicated, the interventions were provided through various strategies. Faculty staff‐facilitated learning included individual or small‐group tutoring, laboratory reviews, problem‐based learning tutoring and clinical forums . Peer‐facilitated learning included peer‐led study groups, peer tutoring, and peer coaching and mentoring by students in more senior years .…”

Section: Resultsmentioning

confidence: 99%

“…Thirteen articles were published during 1973-1999, 3,8,14,17,[30][31][32][33][34][35][36][37][38] four articles during 2000-2009, [39][40][41][42] and nine articles during 2010-2016. [11][12][13][43][44][45][46][47][48] Sixteen articles came from the USA 3,8,13,14,17,30,31,[33][34][35][36][37][38][39]41,43 and the rest from Australia, 40 Canada, 32 Dominica, 11,46 Germany, 47 India, 45 the Netherlands, 48 South Africa 42,44 and the UK. 12 Of the 16 US articles, 12 were published prior to 2...…”

Section: Study Characteristicsmentioning

confidence: 99%

“…8,11,14,33,48 Secondly, in the proactive-deficit approach, learning support is provided to a specific group of students perceived to have a deficit prior to failure. 13,17,[30][31][32][34][35][36][37] Finally, in the proactivedevelopmental approach, learning support is provided to all students as a way of providing learning and development support. 12,[38][39][40][41][42][43][44][45]47 Area of intervention 8 and unspecified content knowledge or academic performance.…”

Section: Study Characteristicsmentioning

confidence: 99%

See 4 more Smart Citations

Learning support interventions for Year 1 medical students: a review of the literature

Kebaetse

Mokone

et al. 2017

Med Educ

View full text Add to dashboard Cite

show abstract

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Study Characteristicsmentioning

confidence: 99%

Section: Study Characteristicsmentioning

confidence: 99%

See 3 more Smart Citations

Learning support interventions for Year 1 medical students: a review of the literature

Kebaetse

Mokone

et al. 2017

Med Educ

View full text Add to dashboard Cite

show abstract

Development and assessment of an academic performance enrichment program for low-performing, first-year pharmacy students

Dirks‐Naylor

Cook

Nhean

2019

Advances in Physiology Education

View full text Add to dashboard Cite

Pharmacy school applications have steadily declined over the past several years. Thus pharmacy schools are not only searching for effective means to increase enrollment of qualified candidates, but are also focusing on the development of programs to improve academic performance and retention of enrolled students. To address the needs of struggling first-year pharmacy students enrolled in an Integrated Biological Sciences (BSI) course, an academic performance enrichment program (APEP) was developed. The program was designed to improve academic success by engaging low-performing students with the aims of improving their time management skills, study skills, metacognition, and understanding of BSI course material. The APEP consisted of structured tutoring sessions twice per week, which were required for all students with a course grade ≤73.5% at any point during the semester. To assess program effectiveness, performance improvement on BSI exams by the APEP students were compared with that of non-APEP students in the same class and to those in the previous 3 yr. Student perceptions of the program were also evaluated via an online survey. The APEP was deemed effective in that a greater percentage of students were able to improve their exam scores and to a greater extent by attending the APEP sessions compared with non-APEP students in the same class and with low-performing students in previous years when the APEP did not exist. Furthermore, APEP students believed the program was effective in meeting its aims. In conclusion, the APEP was effective in improving academic performance of low-performing students in BSI.

show abstract

A preparatory course for medical students who lack a conventional academic background

Cited by 2 publications

References 0 publications

Learning support interventions for Year 1 medical students: a review of the literature

Learning support interventions for Year 1 medical students: a review of the literature

Development and assessment of an academic performance enrichment program for low-performing, first-year pharmacy students

Contact Info

Product

Resources

About