Deborah Murdoch-Eaton1, Godfrey Pell, Trudie Roberts. 1. Medical Education Unit, School of Medicine, Level 7, Worsley Building, University of Leeds, Leeds LS2 9NL, UK. d.g.murdoch-eaton@leeds.ac.uk
Abstract
BACKGROUND: Transition from school to university life involves maturation changes in areas of academic and personal life. METHOD: Evaluation of factors involved was studied though analysis of appraisal interview outcomes during the first two years, which documented achievements and goal setting in 511 medical students (98% of two student-year cohorts). Qualitative analysis identified key issues in study skills, aspects of personal lives and differences in approach to university life. RESULTS: Study goals were identified in 71% of first-year students. New study skills goals were set by over one-third of students in year 2, including goals for change in both learning techniques and assessment preparation. Organizational skills deficiencies were identified in 24.5% of first years, and as a new issue in an additional 16% of second years. Personal difficulties had little impact on resolution of study skills goals, whilst imbalances in study-leisure activities and organizational skills were significant. Motivation and consideration of career choice remained unresolved in 4.5% of second-year students. Some 63% of second years reported changes in approach to studies following discussion during the previous year's appraisal. CONCLUSION: Appraisals are resource intensive but valued highly by students. Appraisal outcomes provided valuable information elucidating factors affecting transition into university life.
BACKGROUND: Transition from school to university life involves maturation changes in areas of academic and personal life. METHOD: Evaluation of factors involved was studied though analysis of appraisal interview outcomes during the first two years, which documented achievements and goal setting in 511 medical students (98% of two student-year cohorts). Qualitative analysis identified key issues in study skills, aspects of personal lives and differences in approach to university life. RESULTS: Study goals were identified in 71% of first-year students. New study skills goals were set by over one-third of students in year 2, including goals for change in both learning techniques and assessment preparation. Organizational skills deficiencies were identified in 24.5% of first years, and as a new issue in an additional 16% of second years. Personal difficulties had little impact on resolution of study skills goals, whilst imbalances in study-leisure activities and organizational skills were significant. Motivation and consideration of career choice remained unresolved in 4.5% of second-year students. Some 63% of second years reported changes in approach to studies following discussion during the previous year's appraisal. CONCLUSION: Appraisals are resource intensive but valued highly by students. Appraisal outcomes provided valuable information elucidating factors affecting transition into university life.