Measuring medical students' sense of community and satisfaction with a structured advising program

Abstract

Objectives: The purpose of this study was to assess changes in students' perceptions of the medical school sense of community and their satisfaction with advising following the initiation of a structured advising program at the Johns Hopkins University School of Medicine. Methods: Participants included School of Medicine graduates from 2006 to 2009. Total sample size was 471. The response rate was 367/471 (81%). A cross-sectional survey design was utilized to assess students' perceived differences in advising and sense of community. Scales were developed to assess these constructs. Scale scores and responses to individual items were compared by graduation year. Results: Statistically significant increases over time were noted on the Advising Satisfaction (F (3,363) = 6.54; p≤0.001) and the Relational Community (F(3,363) = 2.76; p=0.042) scales. Using simple logistic regression, unadjusted Odds Ratios show that students graduating in 2009 report higher quality of advising during their clinical years (OR 2.87, 95% CI=1.56-5.28), around academics (OR 2.54, 95% CI=1.41-4.60), career planning (OR 1.87, 95% CI=1.03-3.38), stress management (OR 2.88, 95% CI=1.56-5.30), and an enhanced sense of community (OR 2.55, 95% CI=1.40-4.64), and social integration (OR 2.07, 95% CI=1.15-3.71) compared to 2006 graduates. Conclusions: We found, that students were more satisfied with advising and the medical school environment over the four years of maturation of the Program. A structured advising program that fosters meaningful, longitudinal relationships between students and advisors may enhance students' experiences during medical school.

Utilizing learning communities to deliver an integrated undergraduate medical education curriculum

“…LCs have been shown to positively affect medical students’ performance in clerkships [ 23 , 24 ], improve faculty advising [ 25 ], and improve connectedness with faculty [ 26 ]. LCs, while used effectively in the undergraduate setting to promote active learning [ 12 , 18 ], are underutilized to deliver an integrated UGME curriculum in its entirety.…”

Small group activities within academic communities improve the connectedness of students and faculty

“…A sense of community also helps to avoid isolation and promotes satisfaction (Vora & Kinney 2014), contributing to a culture of wellness and wellbeing. In addition, students' personal and professional growth can be promoted by longitudinal interactions with faculty (Levine et al 2011).…”

Back to the Future: What Learning Communities Offer to Medical Education

“… 6 In contrast to traditional career advising with volunteer faculty meeting independently to assist students as needs arise, LC advising occurs within a community structure, purposefully designed to support the personal and professional growth of its members. 14 Advisors and students form longitudinal relationships and come to know one another quite well through the multiple roles LC advisors may serve: as clinical teachers, role models, partners in community service, and participants in students’ milestone events. This relationship is designed to last for the entire time that the student is in medical school, and in many cases continues after graduation.…”