Twelve tips for providing effective student support in undergraduate medical education

Abstract

Medical students often require high levels of specialised institutional and personal support to facilitate success. Contributory factors may include personality type, course pressures and financial hardship. Drawing from research literature and the authors' experience, 12 tips are listed under five subheadings: policy and systems; people and resources; students; delivering support; limits of support. The 12 tips provide guidance to organisations and individual providers that encourages implementation of good practice and helps them better visualise their role within the system. By following the tips, medical schools can make more effective provisions for the expected, diverse and sometimes specialist needs of their students. Schools must take a proactive, anticipatory approach to provide appropriately for their entire student body. This ensures that students receive the best quality support, are more likely to succeed and are adequately prepared for their medical careers.

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

“…Undergraduate medical students face a challenging life phase that involves transitioning into adulthood, entering a learning environment that requires learning skills they may not already possess, and negotiating professional identity formation. It is at this point of transition that students need learning and personal development support to prevent academic failure and behavioural challenges, such that they are enabled to succeed . Given the various transitional challenges faced by Year 1 medical students, we propose the provision of learning support that: (i) provides support to all students (i.e.…”

Stressors and coping strategies among physiotherapy students: Towards an integrated support structure

“…Differentiated support for students during clinical years is highlighted by Vogan et al (2014) who links the additional requirements of these students to increased pressures and demands in the clinical environment. Firstly, a structured communication platform, which includes a two-way feedbackfeedforward system involving students, academic staff members and qualified personnel, was established (see Figure 3).…”

From paperwork to parenting: experiences of professional staff in student support

“…With adequate support, such lapses in professionalism do not inevitably lead to future problems, as many more students are identified with concerns than those who subsequently become impaired practitioners . Responding to student concerns is thus an educational and ethical responsibility, reflected by accreditation standards and codes around the world, and in expectations that institutions will manage the work of staff who provide support …”

“…4 Responding to student concerns is thus an educational and ethical responsibility, reflected by accreditation standards and codes around the world, [5][6][7][8] and in expectations that institutions will manage the work of staff who provide support. 9 Professional staff (also referred to as administrative staff) in medical schools have varied and essential roles across the entire range of administration and management tasks that are required to deliver health professional programmes at on-campus and clinical clerkship sites. Professional staff may have clinical, teaching or administrative experience and professional backgrounds, but they may also have no formal qualifications.…”