Gina Paul1, Georgia Hinman, Sue Dottl, Jerry Passon. 1. Department of Medical Education, Southern Illinois University School of Medicine, Carbondale, Illinois, USA. rpaul@siumed.edu
Abstract
BACKGROUND: The Academic Development Special Interest Group (ADSIG) of CGEA was formed to act as a resource for those assisting at-risk students. It is not uncommon for medical students to have varying degrees of learning and coping skills. Thus, it is important to assist students in determining their source of difficulty and provide them with resources to be successful. DESCRIPTION: ADSIG surveyed 36 Midwestern medical schools to identify the support services offered, problems experienced by students, and the professional needs of those assisting students having difficulties. The response rate was 83%. EVALUATION: Approximately 79% of the schools provide a variety of support services. Students generally sought assistance for problems related to testing, management of time and instructional materials, course remediation, and needing tutors during their first two years. Help for general stress and anxiety remained constant across all four years. CONCLUSION: Medical schools need to take a proactive approach in helping students develop the necessary skills that can prevent academic difficulties.
BACKGROUND: The Academic Development Special Interest Group (ADSIG) of CGEA was formed to act as a resource for those assisting at-risk students. It is not uncommon for medical students to have varying degrees of learning and coping skills. Thus, it is important to assist students in determining their source of difficulty and provide them with resources to be successful. DESCRIPTION: ADSIG surveyed 36 Midwestern medical schools to identify the support services offered, problems experienced by students, and the professional needs of those assisting students having difficulties. The response rate was 83%. EVALUATION: Approximately 79% of the schools provide a variety of support services. Students generally sought assistance for problems related to testing, management of time and instructional materials, course remediation, and needing tutors during their first two years. Help for general stress and anxiety remained constant across all four years. CONCLUSION: Medical schools need to take a proactive approach in helping students develop the necessary skills that can prevent academic difficulties.