Medical Students Learn Professionalism in Near-Peer Led, Discussion-Based Small Groups

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

“…Following the recognition of an increased study load as one of the major reasons for burnouts (Blomberg et al, ; Read et al, ; Castaldelli‐Maia et al, ; Cusimano et al, ), certain curricular modifications, most prominently in medical education, have also being implemented to ameliorate this burden. The most common change has been the transition from a numerical or letter grade hierarchical system to a simple pass/fail grading system for preclinical courses (Bloodgood et al, ; Reed et al, ).…”

“…Further the transition from college to university life, especially in a health care program, is a high-risk period during which young people are exposed to a myriad of psychological challenges (Burgess et al, 2015;Yilmaz et al, 2016;Tackett et al, 2018). This includes new social relationships (Blomberg et al, 2014;Castaldelli-Maia et al, 2018), greater academic pressure (Read et al, 2017;Cusimano et al, 2018), and stress during exams (Sun et al, 2016;Greene et al, 2019). The broad social epidemiological patterns indicate that pre-health care students experience more depressive symptoms (McLuckie et al, 2018;Rotenstein et al, 2016) and higher levels of burnout than their counterparts in other disciplines (Fang et al, 2012;Rodriguez Zivic et al, 2013) even before they commence health care studies.…”

“…The broad social epidemiological patterns indicate that pre-health care students experience more depressive symptoms (McLuckie et al, 2018;Rotenstein et al, 2016) and higher levels of burnout than their counterparts in other disciplines (Fang et al, 2012;Rodriguez Zivic et al, 2013) even before they commence health care studies. This is often a combination of rigorous academic commitments (Read et al, 2017;Cusimano et al, 2018;Queen and Hess, 2018), intensive preparations for competitive entrance examinations (Schubert, 2016;Mbanga et al, 2018), and time-consuming extracurricular activities (Dumbili and Williams, 2016;Cheney et al, 2017). As these students commence health care studies, some are unable to sustain their college lifestyle due to the burgeoning rigor of health care studies (Hallin et al, 2015;Tomassini et al, 2016;Sahoo and Mohammed, 2018).…”

“…In addition, while considerable educational efforts have been devoted to modifying teaching strategies to align with student learning, it has also been reported that a significant amount of learning occurs outside of classrooms, when students study the educational material on their own (Keister et al, 2017;Lysak et al, 2018), or in small groups (Aquino, 2011;Bulent et al, 2015;Gliddon and Cridge, 2015;Pape et al, 2018), or interactive sessions (Zumwalt et al, 2010;Cusimano et al, 2018;Jauregui et al, 2018). In fact, the evidence suggests that regardless of the nature of presentation of educational material during traditional didactic teaching, students will eventually convert the information to align with their learning preferences during their personal study time (Aslaksen and Lorås, 2018;Berger et al, 2019;Guetterman et al, 2019).…”

“…It is through this discovery of ones most efficient learning arrangement that true maturation occurs Calvin and McDowell, 2015;de Bruin et al, 2017), and the learner is able to move to the next higher level of performance (Spasenoska et al, 2016;Eidson et al, 2018). It can also be argued that the choices of teaching styles should be determined by the educational purpose of the instruction (Zumwalt et al, 2010;Cusimano et al, 2018), and not solely by the learning preferences of students (Lowe et al, 2016;Fond et al, 2018). It is also noteworthy that most students typically tend to follow more than one learning style (Jones et al, 2013;Bakon et al, 2016), and that preferences are often determined by a particular learning goal (Ezell et al, 2013;Coyne et al, 2018).…”