Social Learning and Integration Factors Affecting First-Year Medical Students: Views of Remedial Programme Students Who Failed Their First Year
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| Title: | Social Learning and Integration Factors Affecting First-Year Medical Students: Views of Remedial Programme Students Who Failed Their First Year |
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| Language: | English |
| Authors: | Tlalajoe-Mokhatla, Nokuthula (ORCID |
| Source: | Journal of Student Affairs in Africa. 2023 11(1):65-76. |
| Availability: | University of Pretoria. Lynwood Avenue, Hatfield, Pretoria, 0002, Republic of South Africa. Tel: +27-12-420-4940; Fax: +27-12-420-4921; Web site: https://upjournals.up.ac.za/index.php/jsaa |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Medical Students, Medical Education, Failure, Socialization, Student Adjustment, College Freshmen, Remedial Programs, Student Attitudes, Foreign Countries |
| Geographic Terms: | South Africa |
| ISSN: | 2307-6267 |
| Abstract: | Medical students' transition from high school to university can lead to academic and social challenges, disconnection from university life, and possible drop out. Hence, some medical education institutions use remediation programmes to address these transition challenges. This study used a social learning and integration theory to identify factors that affect the social learning and integration of first-year medical students who had completed a six-month remediation programme. A nominal group technique involving 15 participants was used to collect data. Results revealed under-preparedness, self-management, alienation, confidence, and academic advice as the social learning and integration factors that can affect transition. Self-awareness and self-management were identified as complementary skills to address these factors and promote successful transition. In conclusion, students can make valuable contributions to address social learning and integration factors and enhance successful transition. Moreover, universities must also consider designing programmes that will promote successful transition of especially undergraduate medical students. |
| Abstractor: | As Provided |
| Entry Date: | 2023 |
| Accession Number: | EJ1401005 |
| Database: | ERIC |
| Abstract: | Medical students' transition from high school to university can lead to academic and social challenges, disconnection from university life, and possible drop out. Hence, some medical education institutions use remediation programmes to address these transition challenges. This study used a social learning and integration theory to identify factors that affect the social learning and integration of first-year medical students who had completed a six-month remediation programme. A nominal group technique involving 15 participants was used to collect data. Results revealed under-preparedness, self-management, alienation, confidence, and academic advice as the social learning and integration factors that can affect transition. Self-awareness and self-management were identified as complementary skills to address these factors and promote successful transition. In conclusion, students can make valuable contributions to address social learning and integration factors and enhance successful transition. Moreover, universities must also consider designing programmes that will promote successful transition of especially undergraduate medical students. |
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| ISSN: | 2307-6267 |
