Student Perspectives on the Impact of an Undergraduate Work-Integrated Learning Program on Admission and Transition to Medical School

Abstract

Work-integrated learning (WIL) is a form of education that integrates academic and workplace study. Such programs provide students the opportunity to concurrently develop cognitive and non-cognitive competencies. The purpose of this study is to explore which experiences and skills learned in a WIL placement are useful in applying to medical school and transitioning into the first year of a Doctor of Medicine program. All individuals who worked in the Rapid Response Radiotherapy Program (RRRP; WIL placement) since 2004 and had completed at least 1 year of medical school were invited to participate. Semi-formal interviews were conducted and transcribed. A thematic analysis was completed to identify recurring concepts, and quotes were selected to represent them. Of 39 eligible individuals, 14 agreed to participate (36%). Students identified the volume of work, achieving a work-life balance, and time management as challenges in first-year medical school. Five themes emerged regarding the impact of the RRRP on applying and transitioning to medical school: time management skills, mentorship opportunities, research experience, clinical experience, and career choice. WIL placements present a unique opportunity for undergraduate students interested in pursuing medicine to acquire skills and experiences that will help them succeed in applying and transitioning to medical school.

A Student Survey: Influence of Emergency Medical Technician Training on Student’s Application, Matriculation, and Transition into Medical School

“… 8–10 , 12 , 13 , 22 , 27 The work-integrated learning program also assisted with applying to medical school as well as gaining higher comfort levels when interacting with actual patients. 10 While each of these programs assisted with the transition, they were optional. The UofSC School of Medicine EMT course is a requirement and does not mandate pre-matriculation courses or work prior to entrance.…”

“…Various programs and experiences to facilitate this transition have been reported 8–12 with one report showing that working clinically prior to matriculation helps through improved time management skills and ability to better interact with patients. 10 One voluntary online pre-matriculation program at Des Moines University College of Osteopathic medicine noted that students had gained an ability to apply what they learned and to take responsibility for their learning by using didactic review materials in biochemistry and physiology prior to entrance. 8 A summer enrichment pre-matriculation program targeting students that may be at a disadvantage provided didactic and laboratory sessions in cell biology, biochemistry, gross anatomy, histology, and physiology.…”

Research and Practice on the Talent Training Mode of "Working and Learning Alternation, One Post with Various Ability" in Higher Vocational Hotel Management Major based on Modern Apprenticeship

“…They put forward the talent cultivation model of "vigorous work, light study, alternation of work and study", which is conducive to improving students'professional accomplishment, solving the problem of difficult employment in enterprises, improving school education and teaching ability, thus realizing the tripartite of students, employers and schools. Win-win situation [2]. In 2018, Yang Hui and Huagang elaborated on the construction of the talent training mode of chain storekeepers in five aspects: the goal setting of talent training, the path planning of talent training, the research and development of curriculum system, the construction of teachers'team and the determination of evaluation forms.…”

Determining baseline anatomy knowledge among professional allied health students

“…Along with medical, dental, and veterinary students, the allied health student population has also struggled in anatomical sciences courses within their professional curriculum (Lee & Graham, 2001; Shaikh et al, 2004; Lee et al, 2012; Bains & Kaliski, 2020). This is in part because of the sheer volume of content in medical anatomy and its unique lexicon, based in Latin and Greek, languages in which many students have no academic training (Smith et al, 2007; Pampush & Petto, 2011; McDonald et al, 2019). These struggles with anatomical terms are also accompanied by an increase in difficulty and pace in instruction, providing an overall difficult transition into graduate school.…”